TKA Preparation by. Mr. K (part 3)

 

TKA BAHASA INGGRIS

A2–B1 | 30 Questions | 60 Minutes

Petunjuk Umum:

1. Read each text carefully.
2. For Questions 1–18, choose ONE correct answer: A, B, C, D, or E.
3. For Questions 19–30, choose ALL correct answers. There may be more than one correct answer.
4. Use information from the text to answer the questions.

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TEXT 1 — DESCRIPTIVE TEXT

The Community Learning Garden

Behind the community hall in Sukamaju Village, there is a small but beautiful learning garden. The garden was created by local teenagers and several teachers two years ago. At first, the area was empty and full of rubbish. Today, it has become a comfortable place for children and adults to learn about plants and the environment.

The garden is divided into several sections. On the left side, there are vegetables such as spinach, tomatoes, chillies, and eggplants. On the right side, visitors can see medicinal plants, including ginger, turmeric, and lemongrass. In the middle of the garden, there is a small wooden table with some gardening books. Children often sit there and read after helping the volunteers water the plants.

The most interesting part of the garden is a small pond. Several colourful fish live in it. Around the pond, there are flowers and bamboo plants. A simple wooden bench stands under a large mango tree. People usually sit there when they want to rest.

The garden is open every afternoon from three to five. Every Saturday, volunteers organise a short activity for children. They teach the children how to plant seeds, make simple compost, and save water. The activities are free, so everyone in the village can join.

The garden is not large, but it has an important role in the community. It gives people a place to learn, relax, and work together.

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Questions 1–6

1. What is the main purpose of the text?
A. To explain how to build a community hall
B. To describe a community learning garden
C. To tell the history of Sukamaju Village
D. To explain how to grow medicinal plants
E. To persuade people to move to Sukamaju

2. What can visitors find in the middle of the garden?
A. A large pond
B. A vegetable field
C. A wooden table with gardening books
D. A children's playground
E. A community hall

3. Why do children often visit the garden on Saturdays?
A. They can buy vegetables there.
B. They can swim in the pond.
C. They can join free learning activities.
D. They can sell gardening books.
E. They can collect fish.

4. What can be inferred about the community from the garden?
A. People prefer working alone.
B. People do not care about the environment.
C. People are willing to work together.
D. People dislike outdoor activities.
E. People depend on visitors from other villages.

5. Which statement best shows the writer's positive appreciation of the garden?
A. The garden is located behind the community hall.
B. The area was once full of rubbish.
C. Several colourful fish live in the pond.
D. The garden has an important role in the community.
E. The garden is open from three to five.

6. Which activity would best support the purpose of the garden?
A. Organising a competition to collect plastic bottles
B. Selling expensive gardening equipment
C. Closing the garden during weekends
D. Removing the books from the garden
E. Allowing only adults to use the garden

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TEXT 2 — RECOUNT TEXT

A Rainy Day at the Batik Village

Last month, my English teacher organised a school trip to a small batik village. I was very excited because I had never seen how traditional batik was made. We left school at seven in the morning by bus. The journey took about one hour.

When we arrived, the weather was sunny. A local batik maker named Mrs Sari welcomed us. She explained that batik could take several days to finish because the process required patience and careful work. First, she showed us how to draw patterns on the cloth using a special tool called a canting. Then, she demonstrated how wax was applied to the cloth before the colouring process.

After watching the demonstration, we were given a chance to make our own simple batik patterns. I worked with my friend Rani. At first, I found it difficult to control the canting. Some of the wax went outside the pattern. Mrs Sari smiled and told me not to worry because making batik required practice.

Unfortunately, it started raining heavily in the afternoon. We could not visit the outdoor drying area, so our teacher changed the plan. Instead, we stayed inside and talked with the batik workers. They told us about the importance of protecting traditional batik from being forgotten.

Before going home, we bought several small batik products. I bought a handkerchief for my mother. Although the rain changed our plan, the trip was enjoyable and educational. I learned that traditional art needs patience, skill, and young people who are willing to learn.

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Questions 7–12

7. Why did the writer feel excited about the trip?
A. The writer wanted to buy a new bus.
B. The writer had never seen batik production before.
C. The writer wanted to meet an English teacher.
D. The writer wanted to visit an outdoor drying area.
E. The writer had visited the village many times.

8. What did Mrs Sari demonstrate first?
A. How to dry the cloth
B. How to sell batik products
C. How to draw patterns using a canting
D. How to colour finished batik
E. How to wash batik cloth

9. What can be inferred from Mrs Sari's response to the writer's mistake?
A. She wanted the writer to stop making batik.
B. She understood that beginners could make mistakes.
C. She thought the writer was wasting the cloth.
D. She did not like teaching students.
E. She wanted to cancel the activity.

10. Why did the teacher change the afternoon plan?
A. The bus broke down.
B. Mrs Sari left the village.
C. The students became tired.
D. Heavy rain prevented the outdoor activity.
E. The students wanted to go shopping.

11. Which lesson did the writer learn from the trip?
A. Traditional art can be learned without practice.
B. Young people should avoid traditional art.
C. Traditional art needs patience and skill.
D. Rain always makes school trips unsuccessful.
E. Batik products should be sold cheaply.

12. Which action would best show that a student appreciates the lesson of the trip?
A. Ignoring traditional crafts
B. Learning more about traditional batik
C. Throwing away old batik products
D. Refusing to practise a difficult skill
E. Telling others that traditional art is useless

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TEXT 3 — NARRATIVE TEXT

The Old Banyan Tree

Long ago, in a small village, there was a huge banyan tree near the river. The villagers believed that the tree protected their village because its strong roots held the soil together. Children often played under its branches, while older people rested there in the afternoon.

One year, heavy rain came for many days. The river became higher and faster. One morning, a farmer named Arman noticed that part of the riverbank had started to break. He immediately went to the village leader and suggested putting stones near the riverbank. However, the leader thought the problem was not serious.

That night, the rain became heavier. The river overflowed and moved towards several houses. Arman woke the villagers and asked them to move their belongings to a safer place. He also asked some young men to put bags of sand near the river.

While they were working, they noticed that the banyan tree had stopped a large amount of soil from being washed away. Its roots formed a strong natural barrier. Because of the tree, the river could not easily reach the village road.

The next morning, the rain stopped. The villagers saw the damage near the river, but most houses were safe. The village leader realised that Arman had been right about the danger. He thanked Arman and apologised for ignoring his warning.

After that, the villagers decided to protect the banyan tree. They also planted more trees along the riverbank. They understood that nature could help protect their village if people took care of it.

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Questions 13–18

13. What did the villagers believe about the banyan tree?
A. It produced food for the village.
B. It protected the village.
C. It caused the river to overflow.
D. It belonged to Arman.
E. It was used to build houses.

14. What did Arman do when he noticed the damaged riverbank?
A. He left the village.
B. He cut down the banyan tree.
C. He warned the village leader.
D. He built a new house.
E. He stopped the rain.

15. Why were most houses safe during the flood?
A. The villagers had moved to another village.
B. The river suddenly became dry.
C. The banyan tree helped hold the soil and reduce the river's impact.
D. The village leader built a large wall.
E. Arman stopped the river with stones.

16. What can be inferred about Arman?
A. He was careless.
B. He was observant and responsible.
C. He disliked the villagers.
D. He wanted to become the village leader.
E. He was afraid of trees.

17. What is the main moral lesson of the story?
A. People should never live near rivers.
B. Natural resources should be protected and warnings should be taken seriously.
C. Village leaders are always wrong.
D. Heavy rain is always dangerous.
E. Children should not play under trees.

18. Which ending would be most consistent with the message of the story?
A. The villagers cut down all the trees near the river.
B. The villagers stopped planting trees.
C. The villagers continued protecting the river environment.
D. Arman moved to another village.
E. The village leader ignored Arman's advice again.

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TEXT 4 — PROCEDURE TEXT

How to Make a Simple Plastic-Bottle Planter

A plastic-bottle planter is a simple way to reuse an empty bottle. It can be used to grow small plants such as herbs, flowers, or chilli plants. Making one does not require expensive materials.

Materials:

• One empty plastic bottle
• Soil
• Small stones
• A small plant or seeds
• Scissors
• A piece of string
• Water

Steps:

First, wash the plastic bottle carefully and remove the label. Make sure the bottle is completely clean. Ask an adult for help when using scissors.

Next, cut the bottle horizontally into two parts. The bottom part will be used as the plant container. Make three or four small holes in the bottom so that extra water can flow out.

After that, put a thin layer of small stones at the bottom of the bottle. The stones help improve water drainage. Then, add soil until the container is about three-quarters full.

If you already have a small plant, put it carefully into the soil. Cover its roots with more soil. If you do not have a plant, you can put several seeds into the soil instead. Do not put too many seeds in one container because the plants will need enough space to grow.

Finally, place the planter in a place where it can receive enough sunlight. Water the plant regularly, but do not give it too much water. The string can be used to hang the planter if you make suitable holes near the top.

This simple project helps reduce plastic waste and gives you a small garden at home. With regular care, your bottle planter can become a healthy home for a new plant.

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Questions 19–24

19. What is the purpose of the text?
A. To describe different types of plants
B. To explain how to make a plastic-bottle planter
C. To explain how to recycle glass bottles
D. To persuade people to buy plastic bottles
E. To describe a professional garden

20. Why should holes be made in the bottom of the bottle?
A. To make the bottle look attractive
B. To allow extra water to flow out
C. To make the bottle heavier
D. To prevent sunlight from entering
E. To make the soil warmer

21. What might happen if too many seeds are put into one container?
A. The plants may not have enough space to grow.
B. The bottle will automatically become larger.
C. The seeds will need no water.
D. The plants will grow without sunlight.
E. The soil will disappear.

22. Why does the writer recommend asking an adult for help?
A. Because planting seeds is difficult
B. Because the bottle is expensive
C. Because scissors can be dangerous
D. Because soil is difficult to find
E. Because plants cannot grow at home

23. Which TWO actions are necessary for a healthy bottle planter?
A. Giving the plant enough sunlight
B. Watering the plant regularly
C. Filling the bottle completely with soil
D. Putting many seeds into one container
E. Keeping the planter in a dark place

24. Which changes would make the procedure safer for younger students?
A. Letting students use scissors without supervision
B. Asking an adult to help with cutting the bottle
C. Using child-safe scissors when possible
D. Removing the drainage holes
E. Avoiding all adult assistance

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TEXT 5 — ANALYTICAL EXPOSITION

Why Schools Should Have Reading Corners

Reading is an important skill for students because it helps them gain information, improve vocabulary, and understand different ideas. However, not all students enjoy reading, especially when they think books are difficult or boring. One way schools can encourage students to read more is by providing reading corners in classrooms.

First, a reading corner gives students easy access to books. Students do not always have enough time to visit the school library during breaks. If books are available in the classroom, they can read for a few minutes before a lesson or after finishing their work.

Second, reading corners can make reading a more enjoyable activity. A comfortable chair, a small shelf, and colourful books can create a friendly reading environment. Students may become more interested in reading when they can choose books according to their own interests.

Third, reading corners can support independent learning. Students can discover new information without always waiting for the teacher. For example, a student who is interested in animals can read a short book about endangered species.

Some people may argue that schools should spend money on other facilities instead of reading corners. This concern is reasonable when a school has a limited budget. However, a reading corner does not have to be expensive. Schools can use donated books, recycled shelves, and simple furniture.

Therefore, schools should consider creating reading corners. They can provide students with more opportunities to read, learn independently, and develop positive reading habits.

Source B — Student Survey

A school surveyed 100 students about classroom reading corners.

Response	Number of Students
Students who read at least once a week	72
Students who prefer reading in a quiet place	65
Students who want more English books	58
Students who never visit the school library	31

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Questions 25–30

25. What is the writer's main argument?
A. School libraries should be closed.
B. Students should only read English books.
C. Schools should consider creating reading corners.
D. Reading is only useful for English lessons.
E. Reading corners should replace classrooms.

26. According to the text, what is one advantage of a reading corner?
A. It makes students avoid teachers.
B. It gives students easy access to books.
C. It replaces the school library completely.
D. It requires expensive furniture.
E. It prevents students from learning independently.

27. Which statement is supported by BOTH the text and Source B?
A. Students need more opportunities to read.
B. All students dislike reading.
C. Students never use school libraries.
D. Reading corners must be expensive.
E. Students only want books about animals.

28. Based on Source B, why might a reading corner be useful for students?
A. Many students already enjoy reading at least once a week.
B. Most students prefer reading in a quiet place.
C. All students want to stop visiting the library.
D. More than half of the students want additional English books.
E. No students are interested in reading.

29. Which TWO statements are reasonable conclusions from the text and Source B?
A. A classroom reading corner could respond to some students' reading preferences.
B. Schools should provide only expensive books.
C. A quiet classroom reading area may attract students who prefer quiet places.
D. The survey proves that every student will use a reading corner.
E. Reading corners are unnecessary because 31 students never visit the library.

30. Which TWO pieces of evidence would best strengthen the writer's argument?
A. A study showing that classroom reading corners increase students' reading frequency
B. A list of the colours used to decorate one reading corner
C. A survey showing students read more after a reading corner is introduced
D. The name of the person who designed the classroom furniture
E. The price of a teacher's coffee

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Download karya ilmiah lengkap click link berikut! 

Meningkatkan pemahaman teks recount

Materi Personal experience, Pada Peserta didik Kelas X.2 Semester Gasal.

Melalui Problem based learning yang terintegrasi dengan TPACK  (Technological Pedagogical Content Knowledge)

Di SMA PGRI 2 Kajen, Kab. Pekalongan, Prov. Jawa Tengah

Oleh : Mr. Kukuh Sanada (Misterkey)

 

PENDAHULUAN    :

Sistem pembelajaran yang digunakan pada umumnya masih menggunakan pembelajaran teacher center, dimana Pendidik secara penuh sebagai sumber belajar utama dalam pembelajaran. Di dalam kelas, Peserta didik hanya sebagai pendengar pasif, mendengar dan mencatat apa yang disampaikan Pendidik. Tanpa adanya variasi pembelajaran dan dukungan media pembelajaran yang modern dan menarik. Hal ini membuat suasana belajar di dalam kelas terasa kaku, sangat membosankan dan tidak adanya komunikasi aktif antara Pendidik dan Peserta didik. Peserta didik dihadapkan pada sistem pembelajaran yang sama setiap hari, tanpa adanya sistem pembelajaran kreatif dan inovatif lain yang bisa memompa motivasi Peserta didik untuk mengikuti pelajaran dengan penuh semangat. Tentu saja ini menjadi masalah serius karena berpengaruh pada antusias dan pencapaian kompetensi dalam pembelajaran. Untuk menjawab tantangan tersebut agar Peserta didik dapat menikmati dan antusias dalam proses pembelajaran yang menyenangkan dan mencerdaskan perlu di berikan solusi atas permasalahan tersebut agar suasana belajar tidak berjalan kaku dan membosankan, salah satu solusinya adalah dengan menggunakan metode problem based learning yang di integrasikan dengan pendekatan TPACK  dan juga menggunakan games talking stick yang terintegrasi dengan worldwall.net.

Adanya masalah dan fenomena dalam proses pembelajaran Bahasa Inggris seiring dengan kurangnya minat Peserta didik dalam memahami teks khususnya dalam membuat cerita pengalaman pribadi pada materi Recount text , merupakan kondisi yang melatar belakangi best practice ini dibagikan. Penulis sebagai Pendidik Mata Pelajaran Bahasa Inggris di kelas X.2 SMA PGRI 2 Kajen Kab.Pekalongan, Prov. Jawa Tengah. Melihat adanya masalah dan fenomena dalam proses pembelajaran. Masalah dan fenomena yang ditemukan adalah Peserta didik kurang aktif dan antusias dalam pembelajaran, motivasi belajar rendah, Peserta didik jarang mendapatkan pembelajaran yang menarik, kreatif, menyenangkan dan tentunya juga mencerdaskan ,pembelajaran belum menggunakan pendekatan TPACK yang dapat menarik perhatian Peserta didik, Pembelajaran masih berpusat pada Pendidik (teacher centered). Untuk itu peran dan tanggung jawab penulis dalam praktik ini adalah penulis berusaha untuk meningkatkan kemampuan Peserta didik dalam membisakan penggunaan media pembelajaran yang menarik yang terintegrasi dengan TPACK, dan mendesain pembelajaran yang kreatif dan inovatif dengan menggunakan pendekatan, strategi/model dan metode pembelajaran yang tepat. Praktik ini perlu untuk dibagikan karena sebagai bahan referensi Pendidik lain jika mengalami masalah yang sama, memotivasi penulis dan Pendidik lain untuk menerapkan pembelajaran yang berpusat pada Peserta didik (student centered), menjadi bahan referensi Pendidik lain dalam hal mendesain pembelajaran yang kreatif dan inovatif.

PEMBAHASAN       :

Untuk mencapai tujuan pembelajaran penulis menghadapi beberapa tantangan yaitu penulis harus mampu memilih, mempersiapkam, dan menerapkan metode pembelajaran yang tepat sesuai dengan karakteristik Peserta didik dan materi pelajaran, penulis harus mampu meningkatkan motivasi belajar dan meningkatkan keaktifan Peserta didik dalam pembelajaran. Untuk itu beberapa pihak perlu terlibat aktif agar tujuan pembelajaran tercapai. Beberapa pihak tersebut adalah Pendidik sebagai fasilitator yang diharapkan memiliki empati yang tinggi terhadap Peserta didik-Peserta didiknya serta mampu mengelola pembelajaran di kelas dengan baik. Dengan penggunaan Games Talking stick yang terintegrasi dengan worldwall.net yang dikemas menarik dalam bentuk spinning wheel games dimana Peserta didik-siswi mengikuti games dengan antusias secara estafet memberikan tongkat kepada teman disampingnya dengan bergoyang menikmati iringan music “Baby Shark” namun ketika tiba-tiba musik berhenti pada salah satu Peserta didik yang masih memegang  tongkat tersebut berarti Peserta didik tersebut diharuskan untuk menjawab pertanyaan dengan memutar spinning wheel pada link worldwall.net yang telah tersedia pada layar LED, kemudian setelah spinning wheel berhenti dan menunjukan pertanyaan  terkait materi recount text yaitu menyebutkan perubahan bentuk irregular verbs, maka Peserta didik diminta untuk menjawabnya. Namun untuk menghindari tidak berjalannya games dengan baik karena disebabkan oleh Peserta didik yang lupa atau tidak mampu menjawab pertanyaan dengan baik, maka Pendidik menginstruksikan untuk dapat mengucapkan pass jika Peserta didik memang merasa benar-benar tidak mampu menjawab pertanyaan tersebut karena pada dasarnya games ini selain bertujuan untuk mengembangkan vocab khususnya Irregular verbs, games ini hanya bertujuan sebagai ice breaking yang dapat mengkondisikan fisik dan psikis Peserta didik di awal pembelajaran. Penerapan metode problem based learning yang terintegrasi dengan media pembelajaran modern. Pada kegiatan pembelajaran,inti Pendidik mencoba mengintegrasikan proses pembelajaran dengan Technological Pedagogical and Content Knowledge (TPACK) melaui link padlet.com dibagikan melalui grup WA kelas dan secara berkelompok dengan bimbingan Pendidik, Peserta didik dapat mengerjakan dan mempresentasikan tugas membuat teks pengalaman pribadi, menganalisis generic structure text, mencari gambar yang sesuai dengan judul teks yang dibuat serta menterjemahkannya kedalam Bahasa Indonesia. Semua kegiatan pengerjaan tugas kelompok tersebut dikerjakan melalui link padlet,com dan dipresentasikan melalui layar LED, untuk penilaian agar lebih menarik minat Peserta didik, Pendidik mengintegrasikan proses penilaian dengan menggunakan Quizizz. Selain terbukti menarik minat dan antusis Peserta didik dalam proses penilaian, Quiziz juga terbukti meringankan Pendidik dalam tugas pengkoreksian dan menganalisis butir soal yang telah di ujikan kepada peserta didik.

Dalam proses pembelajaran Pendidik membagi menjadi beberapa tahapan sesuai sintaks problem based learning:

dimana terdapat 5 sintaks yaitu :

Tahap 1. Orientasi Peserta didik terhadap masalah

Tahap 2. Mengorganisasi Peserta didik

Tahap 3. Membimbing penyelidikan secara individu maupun kelompok

Tahap 4. Mengembangkan dan menyajikan hasil karya

Tahap 5. Menganalisis dan mengevaluasi proses pemecahan masalah

KESIMPULAN       

Dampak dari aksi terhadap langkah-langkah yang dilakukan dalam penggunaan metode Problem Based Learning (PBL) yang terintegrasi dengan Games Talking stick dengan pendekatan TPACK (Technological Pedagogical Content Knowledge) terbukti mampu :

-          Membuat peserta didik menjadi lebih berminat dan antusias dalam mengikuti proses pembeljaran baik dimulai pada kegiatan opening, kegiatan inti, sampai dengan closing. 

-          Membuat atmosfer kelas terasa lebih kondusif karena dimulai dari kegiatan awal proses pembelajaran pendidik telah mempersiapkan kondisi fisik dan psikis peserta didik dengan menyajikan games talking stick yang terintegrasi dengan worldwall.net yang memaksa peserta didik untuk melakukan aktifitas fisik maupun psikis. Tujuan dari pengaplikasian games tersebut agar peserta didik tidak mengantuk ataupun jenuh dalam mengikuti proses pembelajaran. Selain itu pendidik mencoba untuk mengaitkan materi yang akan dipelajari dengan konten games yang dilakukan peserta didik sehingga selain untuk tujuan ice breaking games ini juga dapat bermanfaat untuk mempersiapkan kondisi psikis peserta didik agar lebih siap dalam mengikuti tahapan kegiatan inti dalam pembelajaran.

•           Mampu meningkatkan minat belajar, karena penyampaian materi yang terintegrasi dengan pendekatan TPACK dikemas lebih menarik melaui media audio visual dan disajikan melalui layer LED
•          Meningkatkan antusias dan minat siswa untuk mengikuti proses assessment, karena assessment yang disajikan dengan media quiziz dikemas sangat menarik dan hasil assessment juga dapat langsung diketahui pada saat pengerjaan soal telah berakhir
•           Meningkatnya antusias peserta didik dalam mengerjakan,mengumpulkan dan mempresentasikan tugas pembelajaran karena pengerjaan penugasan dilakukan langsung melalui LKPD yang terintegrasi dengan padlet.com
•           Mampu membuat Peserta didik terlatih dalam meningkatkan kemampuan peggunaan media pembelajaran modern karena dalam setiap pengerjaan tugas baik tugas individu ataupun tugas kelompok, pendidik selalu berusaha untuk dapat mengintegrasikan pada pendekatan TPACK
•           Lebih praktis dan efisien karena pembelajaran berbasis paperless. sehingga latihan soal maupun materi pembelajaran dapat diakses secara berulangkali dan dapat dipelajari melalui gadget masing-masing siswa, selain itu mereka dapat mengaksesnya kapanpun mereka mau dan dimanapun mereka berada.
•           Mampu meningkatkan rasa percaya diri, kebersamaan, gotong royong pada saat pengerjaan tugas secara berkelompok, maupun pada saat presentasi di depan kelas 
•           Meningkatkan ketercapaian tujuan pembelajaran.

Faktor keberhasilan pembelajaran ini sangat ditentukan oleh kompetensi Pendidik dalam mengelola pembelajaran terutama dalam hal pemilihan model, media, dan strategi pembelajaran.

Untuk faktor yang kurang berhasil yaitu Peserta didik masih kurang percaya diri atau malu dalam mengajukan pertanyaan dimuka umum, meskipun Pendidik sudah berulang kali mencoba menanyakan materi yang belum atau kurang dipahami Peserta didik. 

DAFTAR PUSTAKA

• https://sampoernaacademy.sch.id/id/problem-based-learning/#:~:text=Problem%20based%20learning%20adalah%20model,seberapa%20kompleks%20permasalahan%20yang%20dihadapinya. (problem based learning)
•  http://repository.unpas.ac.id/64300/ (Penerapan Model Pembelajaran Problem Based Learning (Pbl) Berbantuan Media Audio Visual Untuk Meningkatkan Kemampuan Pemahaman Membaca Siswa)
• https://ejournal.unesa.ac.id/index.php/retain/article/view/29641  (The Implementation of TPACK in Teaching Writing Recount Text in a Senior High school Level )
• Buku Pegangan ”Pengajaran yang kreatif dan menarik” by Lou Anne Johnson, 2009
• http://digilib.unimed.ac.id/42303/  (Pengaruh Strategi Pembelajaran dan Kecerdasan Linguistik Terhadap Hasil Pemahaman Membaca Teks Bahasa Inggris Siswa SMA di Medan)
• https://erepository.uwks.ac.id/12747/ (The Use Of Quizizz Application In Improving Student's Reading comprehension Of X Social 2 At Hang Tuah 4 senior Hight School Surabaya)
•   https://ejournal.uniflor.ac.id/index.php/JPM/article/view/1153 (Meningkatkan pemahaman teks recount siswa kelas X SMA Negeri 4 Pamekasan melaui metode talking stick)
•  Students’ book “Language to go”, by Simon le Maistre, Carina Lewis, Pearson

 

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UKK Preparation (Kls X SMA Semester 2)

Number 1 – 50, Multiple Choice :

This text is for questions 1 to 4

Borobudur is Hindu-Buddhist temple built in the 9th century under the Sailendra Dynasty of Java. It is located near Magelang on the island of Java, Indonesia. Abandoned in the 11th century and partially excavated by the archeologists in the early 20th century, Borobudur temple is well-known all over the world. Influenced by the Gupta architecture of India, the temple is constructed on a hill 46 m (150 ft) high and consists of eight step-like stone terraces, one on top of the other. The first five terraces are square and surrounded by walls adorned with Buddhist sculptures in bas-relief the upper three are circular, each with a circle of bell-shaped stupa (a Buddhist shrine). The entire edifice is crowned by a large stupa at the center of the top circle. The way to the summit extends through some 4.8 km of passages and stairways. The design of Borobudur, a temple-mountain symbolizing the structure of the universe, influenced the temples built in Angkor, Cambodia. Borobudur, rededicated as an Indonesian national monument in 1983, is a valuable treasure for Indonesian people.

1. What is the best title for the passage above?
A. A Valuable Treasure
B. The Borobudur Temple
C. A Hind-Buddhist Temple
D. The Sailendra Dynasty of Java
E. An Indonesian National Monument

2. The main idea of the second paragraph is...
A. Borobudur was influenced by the design of temples built in Angkor
B. Borobudur was influenced by the Gupta architecture of India
C. Borobudur was partially excavated by archeologists
D. Borobudur was abandoned in the 11th century
E. Borobudur was well-known all over the world.

3. Which of the statements is true?

A. A large stupa crowns the entire edifice
B. Borobudur is Indonesian valuable treasure
C. The archeologists left the temple in the 20th century
D. The design of Borobudur represents a national movement
E. The temple mountain had influenced the structure of the universe

4. ‘...surrounded by walls adorned with Buddhist sculptures...’ (paragraph 2) The underlined word means...
A. designed
B. decorated
C. established
D. represented
E. symbolized


This text is for questions No. 5 -9

Kendari SAR Team Finds 3 more Victims KENDARI, Southeast Sulawesi: On Thursday, a search-and-rescue team found three more victims from a ship that sunk in the Banda Sea, who had been missing since the big storm occurred on Friday night last week. They were Aris Triono, the captain of the cargo ship, Yakub, a crew, and Suharto, a passenger. They were found on Thursday floating in waters close to Menui Island, Central Sulawesi Province. The province is adjacent to Southeast Sullawesi province, within those territory lies the Banda Sea. Two other victims were first saved by the SAR team in the Banda Sea on Saturday last week, only a day after the ship sunk. The SAR team is still looking for 10 crew member and a passenger still missing from the incident, said Rocky Asikin, the head of Kendari SAR team. - JP

5. When did the incident happen?
A. On Thursday
B. On Friday night
C. On Saturday
D. Last week
E. Sunday

6. How many victims are there in the incident?
A. Two
B. Three
C. Ten
D. Fifteen
E. Sixteen

7. Who are found on Thursday?
A. Rocky Asikin
B. Aris Triono, Yakub, and Suharto
C. Ten passengers
D. Two victims
E. All passengers

8. Which word has the closest meaning with the underlined word in paragraph 2? “They were found on Thursday floating in waters close to Menui Island...”
A. Going
B. Sinking
C. Holding
D. Flowing
E. Hovering

9. The statements below are true, EXCEPT …………
A. The SAR team has found 10 passengers.
B. There are two victims found on Saturday.
C. Rocky Asikin is the leader of SAR team.
D. The ship sunk because of the big storm.
E. The incident happened in Banda Sea.

This text is for questions 10 to 19

MAN JAILED FOR STRIKING INDONESIAN MAID SINGAPORE

A supervisor was jailed for two months for repeatedly striking his Indonesian maid on the head and back with a television remote control, news reports said on Thursday. Muhammad Shafiq Woon Abdullah admitted in a Singapore court, he physically abused the woman on several occasions between June and October 2002, The Straits Times said. The magistrate’s court heard that Shafiq, 31, began striking Winarti, 22, about a month after she started working for him. He hit her on the head with the TV set’s remote control because he was unhappy with her work. On one occasion, he punched her on the back after accusing her of daydreaming. S.S. Dhillon, Shafiq’s lawyer, said his client lost his “better senses” when he saw his daughter’s face was covered as she lay in bed. He said his client thought the maid had put the child in danger. – DPA

10. The text reported ….
A. The arrest of a supervisor
B. The working conditions in Singapore
C. An Indonesian worker’s condition in Singapore
D. A crime by a Singaporean supervisor towards his Indonesian maid
E. The Indonesian workers’ condition in Singapore

11. Which one of the following statements is “true” according to the text?
A. A supervisor was put in jail for two year
B. The supervisor gave many kinds of jobs to the maid
C. The maid has been working for him for two months
D. Winarti struck the supervisor with a remote control
E. The supervisor hit his maid’s head with the TV set’s remote control

12. “ . . . he physically hurt the woman . . .” (par 2) The underlined word is close in meaning to ….
A. cut
B. punished
C. injured
D. damaged
E. offended

13. What is the type of the text above?
A. explanation
B. recount
C. news item
D. descriptive
E. narrative

14. What is the text organization of the text?
A. Orientation, complication, resolution
B. General classification, description
C. Newsworthy event, background event, source
D. General statement, explanation
E. Orientation, crisis, reaction

15. What does the text want to tell us about?
A. The crime of Indonesian maid.
B. The attitude of the supervisor.
C. The crime done by supervisor to his maid.
D. Wiinarti’s crime toward her supervisor.
E. A television remote control which is used to hit head.

16. Which one is the TRUE statement according to the text?
A. Shafiq hit Winarti by stick.
B. Winarti is jailed for a month.
C. The supervisor treated his maid kindly.
D. Shafiq punched Winarti on the back because she is lazy.
E. The supervisor hit his maid because he was unhappy with her work.

17. Who help Muhammad Shafiq Woon Abdullah in court?
A. S.S. Dhillon
B. Winarti
C. The supervisor
D. The maid
 E. The Straits Times

18. What is the communicative purpose of the text?
A. To inform readers about Indonesian maid in Singapore.
B. To tell a news about supervisor’s crime in Singapore.
C. To describe the crime in Singapore.
D. To persuade reader to believe the crime in Singapore.
E. To discuss maid problem in Singapore.

19. What is maid?
A. A person who works in foreign country.
B. A person who works in shop.
C. A person who works in home.
D. A person who works in court.
E. A person who works in jail.

This text is for questions No. 20 - 24

Kendari SAR Team Finds 3 more Victims KENDARI, Southeast Sulawesi: On Thursday, a search-and-rescue team found three more victims from a ship that sunk in the Banda Sea, who had been missing since the big storm occurred on Friday night last week. They were Aris Triono, the captain of the cargo ship, Yakub, a crew, and Suharto, a passenger. They were found on Thursday floating in waters close to Menui Island, Central Sulawesi Province. The province is adjacent to Southeast Sullawesi province, within those territory lies the Banda Sea. Two other victims were first saved by the SAR team in the Banda Sea on Saturday last week, only a day after the ship sunk. The SAR team is still looking for 10 crew member and a passenger still missing from the incident, said Rocky Asikin, the head of Kendari SAR team. - JP

20. When did the incident happen?
A. On Thursday
B. On Friday night
C. On Saturday
D. Last week
E. Sunday

21. How many victims are there in the incident?
A. Two
B. Three
C. Ten
D. Fifteen
E. Sixteen

22. Who are found on Thursday?
A. Rocky Asikin
B. Aris Triono, Yakub, and Suharto
C. Ten passengers
D. Two victims
E. All passengers

23. Which word has the closest meaning with the underlined word in paragraph 2? “They were found on Thursday floating in waters close to Menui Island...”
A. Going
B. Sinking
C. Holding
D. Flowing
E. Hovering

24. The statements below are true, EXCEPT …………
A. The SAR team has found 10 passengers.
B. There are two victims found on Saturday.
C. Rocky Asikin is the leader of SAR team.
D. The ship sunk because of the big storm.
E. The incident happened in Banda Sea.

This text is for questions 25 to 28

Once upon a time, a hawk fell in love with hen. The hawk flew down from the sky and asked hen, “Won’t you marry me?” The hen loved the brave, strong hawk and wished to marry him. But she said, “I cannot fly as high as you can. If you give me a time, I may learn to fly as high as you. Then we can fly together.” The hawk agreed. Before he went away, he gave hen a ring. “This is to show that you have promised to marry me,” said the hawk. So it happened that the hen had already promised to marry a rooster. So, when the rooster saw the ring, he became very angry. “Throw that ring away at once! Didn’t you tell me the hawk that you’d already promised to marry me?” shouted the rooster. The hen was so frightened at the rooster’s anger that she threw away the ring immediately. When the hawk came the next day, the hen told him the truth. The hawk was so furious that he cursed the hen. “Why didn’t you tell me the earlier? Now, you’ll always be scratching the earth, and I’ll always be flying above you to catch your children,” said the hawk. The curse seems to have come true. Taken from: UAN D4-P11-2005/2006

25. The organizations of the text above are ………
A. Orientation, Events, Reorientation.
B. Goal, Materials, Steps.
C. General statement, Explanations, Closing.
D. Orientation, Complication, Resolution.
E. Thesis, Arguments, Re-iteration.

26. What happened after the hawk knew the truth?
A. He still loved the hen.
B. He came to the rooster to take the hen.
C. He flew the hen away.
D. He hit the hen.
E. He cursed the hen.

27. What can we conclude from the text above?
A. The hawk is very kind.
B. The hen is a liar.
C. The rooster is fear.
D. The hen is very beautiful.
E. The hawk is patient.

28. What did the hawk do to make the hen keep her promise?
A. The hawk helped the hen to fly.
B. The hawk agreed the hen requirement.
C. The hawk came to the rooster.
D. The hawk gave a ring to the hen.
E. The hawk gave a nest to the hen.


This text is for questions 29 to 33

Hillary Duff was born in Houston, Texas on September 28, 1987.[5] She is the second child of Susan Colleen (née Cobb), a homemaker and a film producer and husband Robert Erhard Duff, a partner in a chain of convenience stores, who resides at the family home in Houston to maintain the family's convenience store business. She has an elder sister, Haylie Duff, who is also an actress/singer. Duff’s career started from her early childhood. Duff's mother encouraged Hilary to take up acting classes alongside her elder sister, Haylie, which resulted in both girls winning roles in various local theater productions. At the ages of eight and six, respectively, the Duff sisters participated in the ballet, The Nutcracker Suite with Columbus BalletMet in San Antonio.[5] The siblings became more enthusiastic about the idea of choosing acting as a profession, and eventually relocated to California with their mother. Duff's father stayed at the family home in Houston to take care of their business.[6] After several years of auditions and meetings, the Duff sisters were cast in various television commercials.

29. What does the text above tell us about?
A. Hillary Duff
B. Hillary Duff’s films
C. The family of Hillary Duff
D. The Popular American actress
E. The siblings of Hillary Duff

30. “…who resides at the family home in…” The underlined word means …
A. support
B. works
C. cares
D. lives
E. family

31. “…She is the second child of Susan Colleen …” The underlined word refers to…
A. Hillary Duff
B. Hay lie Duff
C. Susan Cohen
D. Hillary’s sister
E. Duff’s father

32. From the text above we can conclude that Hillary’s father lives …
A. separately from the rest of the family
B. in family home in New York
C. in the same place with his family
D. his wife
E. in Duff’s office

33. What is the type of the text above?
A. Report
B. Narrative
C. News item
D. Recount
E. Descriptive

The following numbers are not correlated to the text

34. Complete the dialogue by using a praise expression (giving compliment)!
      Very : . . . . I’m proud of you You are a great film star now!
       Sisi : Thank you, very much.
A. Your performance is great!
B. You look so ugly
C. You are really bad
D. Look at you
E. Good night!

35. Mira : What do you think about this dress?
      Tasya : You looks beautiful in it!
From the dialogue above, we know that Tasya is . . . Mira.
A. Praise / giving compliment
B. angry to
C. congratulate
D. dislike
E. beg

36. Nana : Congratulation for your graduation, Ok.
      Oka : Thank you, Nana.
      The underlined sentence expresses ….
A. sympathy
B. congratulating
C. hope
D. getting attention
E. praising

37. The waiter : Hi, miss!
       Lia : Yes,
       The waiter : You drop your handkerchief
       Lia : Oh, thank you very much.
       The underlined word expresses . . . .
A. greeting
B. forgiving
C. having attention
D. giving opinion
E. thanking/gratitude

38. Hendri has got a free ticket to have a holiday in Bali from his company.
The suitable expression to express her surprise of that news is ….
A. don’t worry
B. It’s surprising!
C. shame on you
D. thank you
E. hard luck

39. a story is told by her The active form of the sentence above is ….A. She told a story
B. She had told a story
C. She have been told a story
D. She tells a story
E. She tell a story

40. Jokowi and Jusuf Kalla won the general election.
The passive form of the sentence above is ….
A. Jokowi and Jusuf Kalla are won by the general election.
B. The general election is won by Jokowi and Jusuf Kalla
C. The general election was won by Jokowi and Jusuf Kalla
D. The general election were won by Jokowi and Jusuf Kalla
E. The general election were being won by Jokowi and Jusuf Kalla

41. Robby will buy John a new cloth.
The passive form of the sentence above is ….
A. John will be bought by Robby a new cloth.
B. John would be bought a new cloth by Robby.
C. A new cloth will be bought by Robby for John.
D. A new cloth will be bought by John for Robby.
E. John was being bought a new cloth by Robby.

42. My book was stolen by Indri
      The active form of the sentence above is ….
A. Indri stole my book.
B. Indri has stolen my book
C. Indri have stolen my book.
D. Indri was stealing my book
E. Indri was being stealing my book

43. My friend is reading a book in the classroom.
      The passive form of the sentence above is ….
A. a book is read by my friend in the classroom.
B. a book is readed by my friend in the classroom.
C. a book is be reading by my friend in the classroom.
D. a book is being read by my friend in the classroom.
E. a book was read by my friend in the classroom.

44. Tina said, “I was in the restaurant last night.”
      The indirect speech of the sentence above is …
A. Tina said that I was in the restaurant last night.
B. Tina said that she was in the restaurant last night.
C. Tina said that she had been in the restaurant last night.
D. Tina said that she had been in the restaurant the night before.
E. Tina said that she was in the restaurant the night before.

45. The editor said, “I found some mistakes”.
      The indirect speech of the sentence above is …
A. He said he had found some mistake.
B. He said I had found some mistakes.
C. He said he found some mistakes.
D. He said he founded some mistakes.
E. He said he was found some mistakes.

46. Father told, “Don’t eat chocolate too much!”
      The indirect speech of the sentence above is …
A. Father told me not to eat chocolate too much
B. Father told I had eat chocolate too much
C. Father told he eat chocolate too much
D. He told he eating chocolate too much
E. He told she was eating chocolate too much

47. Complete the blank space with “past tense”!
Dian . . . (sleep) all time yesterday
A. are sleeping
B. slept
C. has sleep
D. have slept
E. has slept

48. Complete the dialogue by using accepting invitation!
      Susan : Will you go to the book store with me?
      Lisa : . . . . . ?
A. Ok. Let’s go..
B. sorry. I’m busy
C. I’m afraid I can’t
D. thank you very munch
E. Sorry. I have something to do

49. Complete the dialogue with “offering an invitation”!
      Jihan : . . . . . ?
      Wanda : I’m afraid I can’t. I have to look after my mother at home.
A. Do you like cookies?
B. Would you like to go to the music show with me tonight?
C. Can you give me a cup of coffee?
D. Do you need some help?
E. What can I do for you?

50. Dana : Do you like candies?
      Kiki : . . . . . .?
The right expression of accepting offering is ….
A. I’m sorry. I’m full
B. I don’t think so
C. I’d love to
D. Perhaps
E. May be, but I’m not sure

51. Complete the dialogue by using “expressing unbelieving”! Amel : I tell you what! I got the best rank in my English class. My teacher gave me a new bag as the present Eka : . . . . . . Amel : That’s true. I’m very happy today.
A. Don’t worry about it
B. Thank’s. you’re welcome
C. I can’t believe that. It likes a dream
D. I’m sorry to hear that
E. I’m glad to hear that

52. Ipung : I will go to America tonight.
      Indah : ________ Why didn’t you tell me before.
A. That’s very surprising!
B. please
C. excuse me
D. forgive me
E. sorry

53. Fastal : Here is the newspaper
      Yoyok : ________ I need it now
A. Thanks
B. sure
C. No problem
D. you are welcome
E. That’s ok

54. Fildza : Please come to my birthday party.
      Reni : Wow, ____________
A. Not at all
B. that’s fine
C. I’d love to
D. forgive me
E. That’s all

55. Faza : I have one more free ticket for the football match. Can you come?
      Diva : _____________
      Faza : Ok, let’s go then
A. Thanks
B. please
C. Sure
D. you are welcome
E. I don’t believe it


 ======================== Good Luck =====================

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