soal profesional bahasa inggris

1. … randomly out of the 5 classes as the accessible population, the subjects of the experiment represented the students of high-level achievers.

• Were drawn

• Being drawn

• Having drawn

• Drawn

• They were drawn

Text 1

A tsunami is a series of ocean waves that sends surges of water, sometimes reaching heights of over 100 feet (30.5 meters), onto land. These walls of water can cause widespread destruction when they crash ashore. These awe-inspiring waves are typically caused by large, undersea earthquakes at tectonic plate boundaries. When the ocean floor at a plate boundary rises or falls suddenly, it displaces the water above it and launches the rolling waves that will become a tsunami. Most tsunami, about 80 percent, happen within the Pacific Ocean's "Ring of Fire," a geologically active area where tectonic shifts make volcanoes and earthquakes common. Tsunamis may also be caused by underwater landslides or volcanic eruptions. They may even be launched, as they frequently were in Earth's ancient past, by the impact of a large meteorite plunging into an ocean. Tsunamis race across the sea at up to 500 miles (805 kilometers) an hour — about as fast as a jet airplane. At that pace they can cross the entire expanse of the Pacific Ocean in less than a day. And their long wavelengths mean they lose very little energy along the way. A tsunami's trough, the low point beneath the wave's crest , often reaches shore first. When it does, it produces a vacuum effect that sucks coastal water seaward and exposes harbor and sea floors. This retreating of sea water is an important warning sign of a tsunami, because the wave's crest and its enormous volume of water typically hit shore five minutes or so later. Recognizing this phenomenon can save lives. A tsunami is usually composed of a series waves, called a wave train, so its destructive force may be compounded as successive waves reach shore. People experiencing a tsunami should remember that the danger may not have passed with the first wave and should await official word that it is safe to return to vulnerable locations. Some tsunamis do not appear on shore as massive breaking waves but instead resemble a quickly surging tide that inundates coastal areas.

2. Why did the author write the report?

• To raise people' awareness about tsunami.

• To warn people about the dangers of tsunami.

• To inform people about the different types of tsunami.

• To inform people about past tsunamis.

• To warn people about an upcoming tsunami.

Text 1

A tsunami is a series of ocean waves that sends surges of water, sometimes reaching heights of over 100 feet (30.5 meters), onto land. These walls of water can cause widespread destruction when they crash ashore. These awe-inspiring waves are typically caused by large, undersea earthquakes at tectonic plate boundaries. When the ocean floor at a plate boundary rises or falls suddenly, it displaces the water above it and launches the rolling waves that will become a tsunami. Most tsunami, about 80 percent, happen within the Pacific Ocean's "Ring of Fire," a geologically active area where tectonic shifts make volcanoes and earthquakes common. Tsunamis may also be caused by underwater landslides or volcanic eruptions. They may even be launched, as they frequently were in Earth's ancient past, by the impact of a large meteorite plunging into an ocean. Tsunamis race across the sea at up to 500 miles (805 kilometers) an hour — about as fast as a jet airplane. At that pace they can cross the entire expanse of the Pacific Ocean in less than a day. And their long wavelengths mean they lose very little energy along the way. A tsunami's trough, the low point beneath the wave's crest , often reaches shore first. When it does, it produces a vacuum effect that sucks coastal water seaward and exposes harbor and sea floors. This retreating of sea water is an important warning sign of a tsunami, because the wave's crest and its enormous volume of water typically hit shore five minutes or so later. Recognizing this phenomenon can save lives. A tsunami is usually composed of a series waves, called a wave train, so its destructive force may be compounded as successive waves reach shore. People experiencing a tsunami should remember that the danger may not have passed with the first wave and should await official word that it is safe to return to vulnerable locations. Some tsunamis do not appear on shore as massive breaking waves but instead resemble a quickly surging tide that inundates coastal areas.

3. From the text, we know that Tsunami can be very destructive because ....

• they come after earthquakes

• they are caused by volcanic eruptions

• they have a vacuum effect

• they are tall, fast, forceful and repetitive

• they occur suddenly

All human beings eat food and make use of the chemical energy in it, so 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 being grown as fast as old food is used to. 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 [bi1] 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 from food and oxygen to from 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.

4.What will happen when the chlorophyll absorbs sunlight? It will....

• change heat into kinetic energy

• form complicated compound

• make use of heat energy

• change kinetic energy into chemical energy

• change the sun's energy into chemical energy

All human beings eat food and make use of the chemical energy in it, so 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 being grown as fast as old food is used to. 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 [bi1] 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 from food and oxygen to from 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.

5. From the text we know that ....

• plant need to heat energy to live

• plants absorb sunlight to produce kinetic energy

• chlorophyll is the most important thing in photosynthesis

• sun's energy cannot be formed into kinetic energy

• all human beings need chemical energy

All human beings eat food and make use of the chemical energy in it, so 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 being grown as fast as old food is used to. 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 [bi1] 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 from food and oxygen to from 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.

6. The green substance of plants is chlorophyll.

The underlined word in the above is closest in meaning to....

• essence

• core

• body

• stuff

• subtitute

Text 3

Because theme-based teaching is very demanding the teacher is supposed to plan the lesson in advance even if she/he is (26)…. Nevertheless, there should always be some choice points in theme-based teaching. Those choice points are for the teacher and the students to decide which activity (27)… or how much time they spend on it.

7. Which option best completes (26)?

• truly unskillful

• slightly trained

• rather qualified

• very experienced

• newly graduated

Because theme-based teaching is very demanding the teacher is supposed to plan the lesson in advance even if she/he is (26)…. Nevertheless, there should always be some choice points in theme-based teaching. Those choice points are for the teacher and the students to decide which activity (27)… or how much time they spend on it.

8. Which option best completes (27)?

• the teachers choose

• they can do

• the principal allows

• they will consider

• the students like

9. College students as young and enthusiastic generation needs … to show their academic capacities and capabilities in their research.

• fair deals

• elbow rooms

• iron wills

• fellow feelings

• Herculean tasks

10. Her students like her very much not only because of her teaching performance but also her appearance that is always….

• spick and span

• safe and sound

• fair and square

• rough and ready

• bright and early