English Module 1

Reading Comprehension

Comprehension: The Goal of Reading

Students will be able to understand what reading
comprehension is and the general strategies for reading
comprehension.

Do you know?
Comprehension, or understanding meaning from what you read, is the ultimate goal of reading.
The process of comprehension is both interactive and strategic. Rather than passively reading text,
readers must analyze it, internalize it and make it their own. In order to read with comprehension,
readers must be able to read with some proficiency and then receive explicit instruction in reading
comprehension strategies (Tierney, 1982).

General Strategies for Reading Comprehension

The process of comprehending text begins before children can read, when someone reads a picture
book to them. They listen to the words, see the pictures in the book, and may start to associate the
words on the page with the words they are hearing and the ideas they represent. In order to learn
comprehension strategies, students need modeling, practice, and feedback. The key
comprehension strategies are described below.
a. Using Prior Knowledge/Previewing
When students preview text, they tap into what they already know that will help them to
understand the text they are about to read. This provides a framework for any new information
they read.

b. Predicting
When students make predictions about the text they are about to read, it sets up expectations
based on their prior knowledge about similar topics. As they read, they may mentally revise
their prediction as they gain more information.

c. Identifying the Main Idea and Summarization

Identifying the main idea and summarizing requires that students determine what is important
and then put it in their own words. Implicit in this process is trying to understand the author’s
purpose in writing the text.

d. Questioning
Asking and answering questions about text is another strategy that helps students focus on the
meaning of text. Teachers can help by modeling both the process of asking good questions and
strategies for finding the answers in the text.

e. Making Inferences
In order to make inferences about something that is not explicitly stated in the text, students
must learn to draw on prior knowledge and recognize clues in the text itself.

By: Rahmi Eka Putri, M.Pd

English Module 2

f. Visualizing
Studies have shown that students who visualize while reading have better recall than those who
do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the
text or create their own mental images or drawings when reading text without illustrations.

Types of Reading Comprehension Questions

1) Main Idea/ Main Topic/ Main Purpose
These ask you to identify an answer choice that correctly summarizes the author's main idea,
the subject of the whole passage, or the author's reason for writing the passage. (READ THE
FIRST SENTENCE OF EACH PARAGRAPH)
2) Factual Questions
These ask you to locate and identify answers to questions about specific information and details
in the passage.
3) Negative Questions
These ask which of the answer choices is NOT discussed in the passage.
4) Scanning Questions
These ask you to find the place in the passage that some topic is mentioned.
5) Inference Questions
These ask you to draw conclusions based on information in the passage. (IMPLIED =
TERSIRAT)
6) Vocabulary-in-Context Questions
These ask you identify the meaning of a word or phrase as used in the passage.
7) Reference Questions
These ask you to identify the noun to which a pronoun or other expression refers.

By: Rahmi Eka Putri, M.Pd

English Module 3

Skimming and Scanning

Students will be able to figure out what skimming and scanning
is and be able to apply skimming and scanning to answer
reading comprehension questions.

Read This!
There are many ways to read to get an idea for a text. Two of the techniques that are mostly used
are skimming and scanning, both of which can be an important first step in approaching a dense
or difficult text. Skimming and scanning is a fast-reading and an information processing
technique that help the readers to find the information they need in a short time. Skimming and
scanning first can help you retain more information as you read more closely later. That way, you’re
not stuck reading ten or twenty papers in their entirety just to scrap them!

SKIMMING
Skimming is a fast-reading technique to get the main ideas of a text that allows you to read more
in less time. This can be helpful in previewing a passage to decide if it's worth reading. It is
important to correlate skimming to reading, making it clear that it is not word-by-word reading.
Rather it is three to four times faster than normal reading.
Skimming is used to familiarize readers with a chapter by looking at the headings, pictures,
graphs, etc., as well as to preview a new textbook to find what information is inside by looking at
the front and back covers and table of contents.
How to Skim
To skim effectively, there must be a structure to get the information you need without reading every
word. The skill of skimming allows for you to read the headings, titles, subheadings and
illustrations with captions, as well as reading the first and last paragraph of a text. Here are the
steps of what skimming generally looks like:
1. Read the title/ headings of the text.
2. Find the keywords contained in the text if available (they are usually italicized or boldface words
or phrases).
3. Notice any pictures, charts, or graphs; they are usually included to emphasize important dates
or concepts.
4. Read the first and the last sentence of the paragraph (or the first and the last paragraph of the
text) in detail to get an idea of what will be discussed.
5. Decide if the rest of the paragraph is worth the read, then skim through looking for important
information like dates, names, events, etc.
6. The final paragraphs contain a conclusion or summary, you should stop skimming and read in
detail.

In general, skimming is a technique to grasp the main ideas of a passage, the overall
comprehension will be lower than reading in detail.

By: Rahmi Eka Putri, M.Pd

English Module 4

SCANNING
Similar to skimming, scanning is also a fast-reading technique. It is a method of selective reading,
when searching for a particular fact or answer to a question. This is a birds-eye approach of looking
for information with the goal to locate particular facts. Scanning can best be described as a looking
rather than a reading process. It allows readers to search for key words/concepts/ideas. So, the
assigned task is finding out specific information, such as finding the name of an individual in a
telephone directory or looking for a word in a dictionary.
Scanning involves moving the eyes quickly through the text (or down a page) looking for specific
words and/or phrases. It is important to note, once you have scanned a text, you might go back and
skim the text to identify the main ideas. Remember that scanning involves using the author’s use
of organizer’s (i.e., numbers, letters, steps, or the sequence
words of First, Second, Third, etc.)
How to Scan
Scanning is a method of looking for specific information or answers. Skim the passages first to
decide if you might find the information you search for. To scan:
1. State specifically the information for which you are looking for.
2. Search for the keywords, one at a time, while jumping around the passage.
3. Scan the keyword through the passages rapidly until you find the keyword you search for.
4. Read the sentence that contains the keyword carefully, decide if you’ve found what you need.
So, in scanning you more likely do reading and less reading since you need to find the keyword
first, before you read the passage.

There are many ways to approach a text; knowing how to get a sense for its general outline before
reading more closely is a valuable skill. It can help you comprehend dense or difficult texts, narrow
down your research for an essay, and even find books to read for fun!

By: Rahmi Eka Putri, M.Pd

English Module 5

Finding Main Ideas and Details

Students will be able to figure out the main ideas and the
details of a text in order to understand the text.

Read This!
A Topic is what a text is about or the subject of a text. A main idea is an important idea about the
topic. The main idea can usually be located if you can determine what the topic is. To find the topic
of a selection, ask the simple question, “Who or what is the selection about?” Meanwhile, a topic
sentence refers to a statement of the main idea. A topic sentence is the statement under which all
other material in the paragraph – examples, reasons, facts, details and other evidence – can fit.

EXAMPLE: The first U.S. Zoo opened in Philadelphia in 1874. Visitors were thrilled to see animals
from all over the world. The zoo had six giraffes, an elephant named Jennie, and many
colorful birds. It also had some animals from Australia. People were amazed at the
kangaroos, wombats, and dingoes.
Topic : The U.S. Zoo
Main Idea: The first zoo in the United States
Topic Sentence : The first U.S. Zoo opened in Philadelphia in 1874.

Supporting details refer to the facts, examples, and other information stated in the text. In other
words, supporting details contain facts, statements, examples-specifics which guide us to a full
understanding of the main idea. They clarify, illuminate, explain, describe, expand, and illustrate
the main idea and are supporting details.

Supporting details can be determined by: (a) deciding which details help to further the story line,
(b) deciding which details help you to understand the main idea, and (c) answering questions
raised by the main idea (who, what, when, why, or how).

There are several main types of supporting details such as: descriptions, vocabulary, proof, voices,
and explanation.
a. Description
Description is fairly self-explanatory: the writer can use the five senses, comparison, and
metaphors to help paint a vivid picture for the reader.
b. Vocabulary
Vocabulary helps with clarification. For example, if you have a topic sentence that relies on the
word pulchritudinous, it might help to include a definition of the word so the reader doesn’t
get sidetracked. (Pulchritudinous means “beautiful,” by the way).
c. Proof
Proof is often made up of facts, statistics, and dates that are hard evidence for your main point.
d. Voices
Voices are expert quotes, individual opinions, or different perspectives that can be considered
“soft proof.”

By: Rahmi Eka Putri, M.Pd

English Module 6

e. Explanation
Explanation is restating the main point more simply, and “importance” is answering the
question “so what?” after a fact or a quote.

Major and Minor Details

There are two kinds of details – major and minor. The main idea and its major details form the
basic framework of paragraphs. The major details are the primary points that support the main
idea. Paragraphs often contain minor details as well. While the major details explain and develop
the main idea, they, in turn are expanded upon the minor details.

EXAMPLE: Main Idea, Major, and Minor Details

Studies reveal that people’s first names can have an influence on them. Some
names reflect on people in a positive way. For example, one survey showed that
American men consider the name Susan to be very sexy. And participants in a British
study thought Tony to be the name of someone very friendly. However, other names
can have a negative impact. In one study, for instance, teachers gave lower grades to
essay supposedly written by boys named Hubert and Elmer than to the very same essay
when they credited to boys with more popular names. Another study found girls with
unpopular names did worse on IQ and achievement tests than girls with more
appealing names.

✓ The main idea in a paragraph is the most important idea. It is the central point that an author
is trying to get across to the reader.
✓ The details describe the main idea. They make the main idea stronger and clearer.
✓ Keep in mind that the main idea is often the first or last sentence of a paragraph.
✓ To find the main idea, answer two questions:
- What is the paragraph mostly about?
- Which sentence best tells what the paragraph is about?

EXAMPLE:
Mother gorillas do a lot for their babies. They nurse their
babies. They protect them from danger. And they teach the
tiny gorillas how to get along with other gorillas.

By: Rahmi Eka Putri, M.Pd

English Module 7

Let’s Practice!
A. FINDING MAIN IDEAS
Direction: Each paragraph is followed by four statements. Select the statement that best
expresses the main idea. Circle the letter of that statement.
1. People often refer to taxes in terms of their being much too high. In reality, they are
probably even higher than you think, because in addition to the federal income tax we are
now studying, there are many other Federal, State, and local taxes, including sales taxes,
inheritance taxes, state income taxes, personal property taxes, real estate taxes, and others.
These are just some of the most obvious ones.
a. Taxes are much too high.
b. We pay more taxes than we may realize.
c. Inheritance taxes and real estate taxes are unfair.
d. Some taxes are hidden.

2. The fact that electronic computers are now used for data processing has led the general
public to believe that it is a mysterious, complicated science and that the computers are
giant brains. Both of these ideas are false. A computer is basically just a high-speed adding
machine that performs the functions it is told to. If the input data are varied even a little,
the computer is unable to operate until it is programmed to accept the variations. The
business operations it performs are impressive only because of the extremely high speed of
manipulation, but most of these operations have been used for decades. Unlike man, the
computer performs repetitive calculations without getting tired or bored.
a. A computer is a high-speed adding machine.
b. A computer is a mysterious giant brain.
c. A computer is impressive because of its high speed.
d. A computer is superior to man in many ways.

3. The Louisiana Purchase proved to be one of the shrewdest business pacts in the entire
history of the United States. The purchase doubled in the area of the country and provided
territory from which fourteen new states were created either wholly or in part. It also gave
us control over the mouth of the Mississippi River and opened up the way to foreign trade.
Prior to the purchase, the waterway had been blocked by the Spanish, probably with the
approval of Napoleon. The land that was bought was rich in timber, minerals, and natural
resources of many kinds. Finally, the cost of the transaction was unbelievably low; the total
of $15 million amounted to about four cents an acre.
a. The Louisiana Purchase was a very good business deal for the U.S.
b. The land bought by the Louisiana Purchase was rich in minerals.
c. The land bought by the Louisiana Purchase was very cheap.
d. Most Americans were very pleased with the purchase.

4. There is a common belief that while the dog is man’s best friend, the coyote is his worst
enemy. The bad reputation of the coyote traces back to his fondness for small animals; he
hunts at night and is particularly destructive to sheep, young pigs, and poultry. Yet it is
sometimes wise to encourage coyotes. Provided valuable farm animals are protected, the

By: Rahmi Eka Putri, M.Pd

English Module 8

coyote will often free the property of other animals, like rabbits, which are ruinous to crops
and certain trees. He is especially beneficial in keeping down the rodent population. Where
coyotes have been allowed to do their work without molestation, ranchers and fruit growers
have found them so valuable that they would no more shoot them than they would shoot
their dogs.
a. Under certain conditions the coyote is helpful to man.
b. The coyote is feared because of his fondness for small animals.
c. Modern ranchers would no sooner shoot coyotes than they would shoot dogs.
d. The coyote usually prefers rabbits and other rodents to sheep and poultry.

5. In earlier days those who had overseas business which they believed should be discussed
personally, took ship and set out across the briny deep. Once aboard they transacted their
affairs, engaging in commercial and social matters or conducting government business.
Today ships and passengers continue to sail the seven seas, and airplanes soar overhead. But
above them all, words speed through the sky – telephone conversations quickly bring
together in the most personal fashion people who are separated by thousands of miles.
a. Overseas telephone service today is ruling out all need for overseas travel.
b. Nothing can take the place of person-to-person conversation in settling business,
social, and government problems.
c. Many conversations which once required overseas travel can now be conducted by
telephone.
d. Even with modern overseas telephone service people continue to travel abroad by
ship or by plane.

6. The attitudes of Americans toward gambling are amazingly contradictory. You may find,
for example, that horse racing is legal in your state, but that you cannot legally play poker
for money on your front porch; bookies may be prosecuted by state law, but they are
supposed to purchase a federal license nonetheless; one church condemns gambling, while
another raises money by sponsoring Bingo games. Gambling laws are inconsistent from
state to state or even from town to town and are very difficult to enforce.
a. Americans have negative attitudes toward gambling.
b. Gambling laws are difficult to enforce.
c. Gambling laws are inconsistent from community to community.
d. Churches do not have uniform ideas about gambling.

B. IDENTIFYING DETAILS
Directions: Read the short passages. After each passage, there are comprehension questions.
Choose the best answer for each question.

Passage 1
Rosebud is a small town in New Jersey. It looks like many other towns in the United States.
On main Street there is a post office and a police station. The drugstore and the library are
down the street. There is also a shopping center. It has a supermarket and a department store.
Rosebud is a quiet place, not very rich or poor. But the towns is growing. There are new houses

By: Rahmi Eka Putri, M.Pd

English Module 9

every year. It is a popular place to live because it is near New York City. Many people live in
Rosebud and work in New York.
1. This passage is about … 3. Every year Rosebud …
a. New York City a. has fewer houses.
b. towns b. is like other American towns.
c. Rosebud. N.J. c. has noisy streets.
d. a quiet place d. has more houses.

2. Rosebud is … 4. Many people want to live in Rosebud

a. like many other American because …
towns. a. it is growing.
b. not like many other American b. it is a quiet place.
towns. c. it is a near New York City.
c. a noisy place. d. it is not rich or poor.
d. a large city.

Passage 2
Dr. Diamond is married to Susan Diamond. She is a scientist with a Ph.D in chemistry.
She works in a laboratory in New York City. She and some other scientists are studying the air
over the city. They want to find a way to make the air cleaner. Every morning, Susan takes the
train to New York. She sees the dirty air. She also sees the dirty and garbage on the streets. She
is glad she lives in New Jersey, and not in New York. The Diamonds’ house has a back yard with
trees and beautiful flowers. Susan’s favorite activity is working in her garden.

5. This passage is about … 7. Rosebud is …

a. Dr. Diamond a. dirtier than New York.
b. scientists b. cleaner than New York.
c. the city and the country. c. crowded.
d. Susan Diamond. d. not a good place to live.

6. Susan Diamond thinks New York 8. Susan’s favorite activity is …

… a. taking the train to New York City.
a. is a nice city. b. working in the laboratory.
b. is a clean city. c. working in the garden.
c. is a busy city. d. New York City.
d. has dirty air and streets.

By: Rahmi Eka Putri, M.Pd

English Module
10

Reading Comprehension on TOEFL Test

Students will be able to understand the tips and strategies
in answering reading comprehension questions on TOEFL
test.

Read This!
Reading is tested in the third section on TOEFL test. This section consists of reading passages
followed by a number of questions. Reading Comprehension section consists of five passages
and fifty questions, and the time allocated to complete this section is fifty-five minutes.

The type of question in Reading Comprehension section is usually multiple choice, which may
ask about:
✓ the main ideas
✓ directly answered details
✓ indirectly answered details
✓ vocabulary, or
✓ overall review ideas

The General Strategies for Reading Comprehension

a. Be familiar with the directions
The directions on every paper TOEFL test are the same, so it is not necessary to spend time
reading the directions carefully.
b. Don’t spend too much time reading the passage
You do not have time to read each passage in depth, and it is quite possible to answer the
questions correctly without first reading the passage in depth.
c. Don’t worry of the topic is unfamiliar
All of the information that you need to answer the questions is included in the passage.
d. Don’t spend too much time on a question you’re unsure of
If you do not know the answer to a question, simply guess and go on. You can return to this
question later in the section if you have time.
e. Guess to complete the section before time is up
There is no penalty for guessing, so it can only increase your score to guess the answer to
questions that you do not have time to complete.

Procedures to Answer Reading Comprehension Questions

a. Skim the reading passage to determine the main idea and the overall organization of ideas
in the passage
You don’t need to understand every detail in each passage to answer the question correctly.

b. Look ahead at the questions to determine what language skills are being tested in the
questions
Questions related to different language skills are answered in different ways.

By: Rahmi Eka Putri, M.Pd

English Module
11

c. Find the section of the passage that deals with each question
The language skill tells you exactly where to look in the passage to find correct answer.
• For main idea questions, look at the first line of each paragraph.
• For directly and indirectly answered detailed questions, choose a key word in the
question, and skim for that key word (or related idea) in order in the passage.
• For pronoun questions, the question will tell you where the pronoun is located in the
passage.
• For transition questions, look at the beginning and the end of the passage.
• For vocabulary questions, the question will tell you where the word is located in the
passage.
• For where-in-the-passage questions, the answer choices give you the four possible
locations of the correct answer.
• For tone, purpose, and course questions, look at the first line of each paragraph.

d. Read the part of the passage that contains the answer carefully.
The answer will probably be in a very predictable place in the passage.

e. Choose the best answer to each question from the four choices listed in your test book.
You can choose the best answer according to what is given in the appropriate section of the
passage, eliminate definitely wrong answers, and mark your best guess on the answer sheet.

By: Rahmi Eka Putri, M.Pd

English Module
12

Reading Comprehension Exercise

Direction: In this section, you will read several passages. Each passage is followed by a
number of questions about it. Choose the best answer to each question. Answer all questions
about the information in the passage on the basis of what is stated or implied in that passage.

Passage 1 (Questions 1 – 10)

A solar eclipse occurs when the Moon moves in front of the Sun and hides at least some
part of the Sun from Earth. In a partial eclipse, the Moon covers part of the Sun; in an annular
eclipse, the Moon covers the center of the Sun, leaving a bright ring of light around the Moon;
in a total eclipse, the Sun is completely covered by the Moon.
It seems rather improbable that a celestial body the size of the Moon could completely
block out the tremendously immense Sun, as happens during a total eclipse, but this is exactly
what happens. Although the Moon is considerably smaller in size than the Sun, the Moon is
able to cover the Sun because of their relative distance from the Earth. A total eclipse can last
up to 7 minutes, during which time the Moon’s shadow moves across the Earth at a rate of
about 0.6 kilometers per second.

1. The passage mainly … 4. A “celestial body” in line 5 is most

a. describes how long an eclipse will probably one that is found …
last a. within the Moon’s shadow
b. gives facts about the Moon b. somewhere in the sky
c. explains how the Sun is able to c. on the surface of the Sun
obscure the Moon d. inside the Earth’s atmosphere
d. informs the reader about solar
eclipse 5. What is the meaning of “block out” in line
6?
2. In which type of eclipse is the Sun a. Square
obscured in its entirety? b. Cover
a. A partial eclipse c. Evaporate
b. An annular eclipse d. Shrink
c. A total eclipse
d. A celestial eclipse 6. According to the passage, how can the
Moon hide the Sun during a total eclipse?
3. The word “ring” in line 3 could best be a. The fact that the Moon is closer to the
replaced by … Earth than the Sun makes up for the
a. piece of gold Moon’s smaller size.
b. circle b. The Moon can only obscure the Sun
c. jewel because of the Moon’s great distance
d. bell from the Earth.
c. Because the Sun is relatively close to
the Earth, the Sun can be eclipsed by
the Moon.

By: Rahmi Eka Putri, M.Pd

English Module
13

d. The Moon hides the Sun because of d. The Moon’s shadow crosses the
the Moon’s considerable size. Earth.

7. The word “relative” in line 8 could best 9. The word “rate” in line 9 is closest in
be replaced by … meaning to …
a. familial a. form
b. infinite b. speed
c. comparative c. distance
d. paternal d. rotation

8. The passage states that which of the 10. Where in the passage does the author
following happens during an eclipse? mention the rate of a total eclipse?
a. The Moon hides from the Sun. a. Lines 1 – 2
b. The Moon is obscured by the Sun. b. Lines 2 – 4
c. The moon begins moving at a c. Lines 5 – 6
speed of 0.6 km per second. d. Lines 8 – 9

Passage 2 (Questions 11 – 20)

While the bald eagle is one national symbol of the United States, it is not the only one.
Uncle Sam, a bearded gentleman costumed in the red, white, and blue stars and stripes of the
nation’s flag, is another well-known national symbol. According to legend, this character is
based on Samuel Wilson, the owner of a meat-packing business in Troy, New York. During the
War of 1812, Sam Wilson’s company was granted a government contract to supply meat to the
nation’s soldiers: this meat was supplied to the army in barrels stamped with the initials U.S.,
which stood for the United States. However, the country was at that time relatively young, and
the initials U.S. were not commonly used. Many people questioned what the initials
represented, and the standard reply became “Uncle Sam”, for the owner of the barrels. It is
now generally accepted that the figure of Uncle Sam is based on Samuel Wilson, and the U.S.
Congress has made it official by adopting a resolution naming Samuel Wilson as the
inspiration for Uncle Sam.

11. The paragraph preceding the passage c. Samuel Wilson

most probably discusses … d. Uncle Sam – Symbol of the Nation
f. the War of 1812
g. the bald eagle, which symbolizes 13. Which of the following is NOT
the United States mentioned about Uncle Sam’s
h. Sam Wilson’s meat-packing appearance?
company a. He wears facial hair.
i. the costume worn by Uncle Sam b. The is some blue on this clothing.
c. He is bald.
12. Which of the following is the most d. His clothes have stripes in them.
appropriate title for this passage?
a. The Bald Eagle
b. The symbols of the United States

By: Rahmi Eka Putri, M.Pd

English Module
14

14. The word “costumed” in line 2 could

most easily be replaced by …
a. dressed 18. The word “initial” in line 6 means …
b. nationalized a. nicknames
c. hidden b. family names
d. seen c. first letters of words
d. company names
15. Sam Wilson was the proprietor of
what type of business? 19. The word “official” in line 10 is closest
a. A costume company in meaning to …
b. A meat-packing company a. authorized
c. A military clothier b. professional
d. A barrel-making company c. dutiful
d. accidental
16. The word “granted” in line 5 means …
a. refused 20. In 1812, people most probably
b. underbid for answered that letter “U.S.” written on
c. told about the barrels stood for “Uncle Sam”
d. given because …
a. Congress required it.
17. According to the passage, what was in b. Samuel Wilson was their favorite
the barrels stamped U.S.? uncle.
a. Sam Wilson c. Sam Wilson preferred it.
b. Food for the army d. They were not exactly sure what the
c. Weapons to be used in the war letters meant
d. Company contracts

Passage 3 (Questions 21 – 31)

Most people think of deserts as dry, flat areas with little vegetation and little or no rainfall,
but this is hardly true. Many deserts have varied geographical formations ranging from soft,
rolling hills to stark, jagged cliffs, and most deserts have a permanent source of water.
Although deserts do not receive a high amount of rainfall – to be classified as a desert, an area
must get less than twenty-five centimeters of rainfall per year – there are many plants that
thrive on only small amount of water, and deserts are often full of such plant life.
Desert plants have a variety of mechanisms for obtaining the water needed for survival.
Some plants, such as cactus, are able to store large amounts of water in their leaves or stems;
after a rainfall these plants absorb a large supply of water to last until the next rainfall. Other
plants, such as the mesquite, have extraordinarily deep root systems that allow them to obtain
water form far below the desert’s arid surface.

By: Rahmi Eka Putri, M.Pd

English Module
15

21. What is the main topic of the passage? d. decay

a. Deserts are dry, flat areas with few
plants. 27. The word “mechanism” in line 7 could
b. There is little rainfall in the desert. most easily be replaced by …
c. Many kinds of vegetation can a. machines
survive with little water. b. pumps
d. Deserts are not really flat areas with c. sources
little plant life. d. methods

22. The passage implies that … 28. Which of the following is mentioned in
a. the typical conception of a desert is the passage about cacti?
incorrect. a. They have deep root systems.
b. all deserts are dry, flat areas. b. They retain water from one rainfall to
c. most people are well informed the next.
about deserts. c. The survive in the desert because
d. the lack of rainfall in deserts causes they do not need water.
the lack of vegetations. d. They get water from deep below the
surface of the desert.
23. The passage describes the geography
of deserts as … 29. “Mesquite” in line 10 is probably …
a. flat a. a type of tree
b. sandy b. a desert animal
c. varied c. a type of cactus
d. void of vegetation d. a geographical formation in the
desert
24. The word “source” in line 3 means …
a. supply 30. The word “arid” in line 11 means …
b. storage space a. deep
c. need b. dry
d. lack c. sandy
d. superficial
25. According to the passage, what causes
an area to be classified as a desert? 31. Where in the passage does the author
a. The type of plants describe desert vegetation that keeps
b. The geographical formations water in its leaves?
c. The amount of precipitation a. Line 1 – 2
d. The source of water b. Line 3 – 6
c. Line 7 – 9
26. The word “thrive” in line 5 means … d. Line 9 – 11
a. suffer
b. grow well
c. minimally survive

By: Rahmi Eka Putri, M.Pd

English Module
16

Passage 4 (Questions 32 – 41)

32. 37.

33. 38.

34. 39.

40.

35.

36. 41.

By: Rahmi Eka Putri, M.Pd

English Module
17

Passage 5 (Questions 42 – 50)

42. Boiihoi 46.

43. kjbjln
47.

44. 48.

49.

45.

50.

By: Rahmi Eka Putri, M.Pd