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Olimpiade Bahasa Inggris (English Olympiad) Tingkat SMP / MTs SMKN 1 Probolinggo Tahun 2022

K abar gembira bagi para pelajar sekolah menengah pertama dan sederajat (SMP / MTs). Setelah vakum akibat pandemi selama kurang lebih 2 (du...

May 10, 2022

Olimpiade Bahasa Inggris (English Olympiad) Tingkat SMP / MTs SMKN 1 Probolinggo Tahun 2022

K
abar gembira bagi para pelajar sekolah menengah pertama dan sederajat (SMP / MTs). Setelah vakum akibat pandemi selama kurang lebih 2 (dua) tahun, ajang tahunan Olimpiade bahasa Inggris atau English Olympiad tingkat SMP dan MTs akan kembali diselenggarakan dalam rangka memperingati Dies Natalis ke 54 SMKN 1 Probolinggo.

Lomba ini dibuka untuk seluruh kelas, baik siswa kelas 7, 8, maupun kelas 9 yang saat ini sedang bersiap-siap memasuki sekolah lanjutan atas (SMA/SMK). Melalui Olimpiade Bahasa Inggris ini, pelajar SMP / MTs diharapkan dapat mengasah kemampuan berbahasa Inggris serta menambah 'learning experience' (pengalaman belajar) dalam mengerjakan soal-soal komputer (CBT).

Registration
  • Alur Pendaftaran:
    • Registrasi dan Administrasi
    • Pengisian Formulir
    • Pengumpulan Formulir
    • Penyerahan Kartu Peserta
  • Online: Melalui Google Form (Didapatkan saat registrasi via Whatsapp)
  • Offline: Di sekretariat Osis SMKN 1 Probolinggo. Jl. Mastrip no. 357, Probolinggo setiap hari kerja (Senin s/d Jumat) Pukul 08.00-12.00 WIB.
  • Siapkan foto 3x4 serta Fotocopy Kartu Pelajar
  • Biaya pendaftaran: Rp. 50,000.- (Bonus 1 peserta free untuk setiap 10 pendaftar kolektif)
  • Nara hubung; Merylina (0857-0731-4278), Ine (0858-5552-2317)
Technical meeting
  • Technical meeting akan diadakan secara daring (online) pada hari Rabu, 1 Juni 2022
  • Link: menyusul
  • Sekolah peserta diharap untuk mengirimkan sedikitnya 1 (satu) perwakilan guru pembimbing / peserta pada saat technical meeting.
  • Important Technical Aspects
    • Babak penyisihan akan diadakan secara daring (online) dan serempak pada hari Senin, 6 Juni 2022.
    • Lima puluh (50) peserta dengan nilai tertinggi pada babak penyisihan berhak memasuki babak final.
    • Babak final akan diadakan secara luring (offline) pada hari Rabu, 8 Juni 2022 di SMKN 1 Probolinggo.
    • Keterangan lebih lanjut tentang link dan jam pelaksanaan lomba akan diinformasikan pada saat technical meeting.
    • Soal Computer-based Test / CBT (Soal berbasis komputer) terdiri dari 100 soal pilihan ganda (Multiple Choice questions) dengan 4 opsi jawaban.
    • Waktu pengerjaan soal: 90 menit
    • Selama mengerjakan soal, peserta wajib mengerjakan soal secara mandiri dan dilarang mengerjakan secara berkelompok atau menerima bantuan, arahan, atau bimbingan dari pihak lain.
    • Pemenang adalah peserta dengan nilai terbaik/tertinggi.
    • Hadiah trophy dan uang pembinaan untuk Juara 1, 2, 3.
    • Penilaian:
      • Jawaban benar: 5 poin
      • Tidak menjawab: 0 poin
      • Jawaban salah: -2 poin
    Benefit and Grand Prize:
    • Trophy dan Sertifikat (Juara 1,2,3)
    • Uang Pembinaan
    • Special privilege untuk para finalis yang ingin mendaftarkan diri sebagai siswa SMKN 1 Probolinggo
    Subject Areas:
    Sentence completion, word choice, reading texts, cloze texts, arranging sentences and paragraphs.
    1. Texts: Descriptive, Narrative, Procedural, Recount, Advertisement (Contoh soal di SINI), Letter (Contoh soal di SINI), Report, Announcement (Contoh soal di SINI), Notice (Contoh soal di SINI)
    2. Transactional: Congratulations, apology, request, suggestion, invitation, possibility, agreement, opinion.
    3. Comparisons
    4. Pronouns: everyone, no one, anyone, etc
    5. Conjunctions: but, because, although, so, etc.
    6. Conditional If type 1
    7. What / How ....! (Expressing admiration, surprise)
    8. Talking about daily, past, future events
    9. Question tags
    More Information?
    • IG : @official_osissmexapro
    • Web : smkn1probolinggo.sch.id
    • Contact Persons; Merylina (0857-0731-4278), Ine (0858-5552-2317)

March 21, 2022

Soal Olimpiade / Ujian Sekolah Bahasa Inggris Elementary SD - SMP Paket 3A

Multiple Choice Questions
Instruction: Choose the best answer, A, B, C, or D, to each question.
  1. Complete the dialogue below.
    Risa: What are you going to do this weekend?
    Lina: I ... my uncle in Malang.
    1. have visited
    2. visit
    3. am going to visit
    4. visited
  2. Complete the dialogue below.
    Ita: This room is very hot and stuffy.
    Dio: Yes, we need fresh air. ....
    1. Close the door
    2. Turn on the lights
    3. Open the windows
    4. Close the windows

  3. Which sentence best describes the above picture?
    1. The scoutboys are setting up a tent.
    2. The tent is now ready for camping.
    3. The scoutboys are removing the tent.
    4. The campsite is very crowded today.
  4. Look at the picture in question number 3. The scouts are wearing their ....
    1. unicorn
    2. uniform
    3. union
    4. united
  5. Complete the dialogue below.
    Ari: Do you do sports?
    Ifa: .... I play badminton.
    1. Yes, I do
    2. No, I don’t
    3. Yes, I am
    4. No, I am not
  6. Complete the dialogue below.
    Roni: We have to keep this room clean, so ....
    Kiki: Allright.
    1. don't litter
    2. be quiet
    3. have a great time
    4. stand in line
  7. Complete the dialogue below.
    Dani: ... do you play basketball?
    Hari: At least once a week.
    1. Where
    2. When
    3. How
    4. How often
  8. Arrange these jumbled words into a good sentence.
    a magazineisroomherAnniereadingin
    1234567
    1. 5 - 2 - 6 - 7 - 4 - 3 - 1
    2. 5 - 2 - 6 - 1 - 7 - 4 - 3
    3. 5 - 7 - 4 - 3 - 2 - 6 -1
    4. 5 - 2 - 6 - 4 - 3 - 7 - 1
  9. Complete the dialogue below.
    Adi: What's your favorite sport, Tom?
    Tom: Well, I like football.
    Adi: .... Football is my favorite game, too.
    1. So am I.
    2. Yes, I am.
    3. I am too.
    4. So do I.
  10. Complete the dialogue below.
    Rani: Can you play tennis, Mary?
    Mary: Yes, but ....
    1. I'm not good at it
    2. I can play very well
    3. you can't play tennis
    4. I play tennis a lot
  11. The room is dark. ....
    1. Close the door.
    2. Turn on the lights.
    3. Put the lamp.
    4. Turn off the lamps.
  12. In questions 12 to 20, fill in the blank spaces with the correct word/phrase based on the picture below.This is a picture of a ...(12).... The room looks very ...(13).... In the center of the room, there are two green ...(14)... and a table. A flower ...(15)... is on the table. To the right, there is a ...(16)... with a TV set on it. It has three ...(17).... The window in the room is ...(18).... The window has red ...(19).... Next to the window, you can see a picture hanging on the ...(20)....
  13. This is a picture of a ...(12)....
    1. bathroom
    2. bedroom
    3. diningroom
    4. livingroom
  14. The room looks very ...(13)....
    1. messy
    2. tidy
    3. tiny
    4. empty
  15. In the center of the room, there are two blue ...(14)... and a table.
    1. armchairs
    2. sofas
    3. cushions
    4. rocking chairs
  16. A flower ...(15)... is on the table.
    1. vast
    2. face
    3. vase
    4. fast
  17. To the right, there is a ...(16)... with a TV set on it.
    1. table
    2. shelf
    3. stand
    4. cabinet
  18. It has three ...(17)....
    1. selves
    2. shelves
    3. self
    4. shaves
  19. The window in the room is ...(18)....
    1. closed
    2. open
    3. closet
    4. locked
  20. The window has red ...(19)....
    1. contents
    2. currents
    3. certain
    4. curtains
  21. Next to the window, you can see a picture hanging on the ...(20)....
    1. well
    2. wall
    3. brick
    4. wool

  22. Questions 21 to 27 refer to the following timetable
    This is Rina's classroom timetable. Answer the following questions based on the timetable.
    TIMEMONDAYTUESDAYWEDNESDAY
    07.00 - 07.35
    07.35 - 08.10
    08.10 - 08.45
    08.45 - 09.20
    09.20 - 09.55
    09.55 - 10.30
    10.30 - 11.05
    11.05 - 11.40
    11.40 - 12.15
    Flag ceremony
    Social Science
    Social Science
    Mathematics
    Mathematics
    Break
    English
    English
    English
    Civic Education
    Civic Education
    Civic Education
    Indonesian Language
    Indonesian Language
    Break
    Natural Science
    Natural Science
    Natural Science
    Indonesian Language
    Indonesian Language
    Indonesian Language
    Art and Culture
    Art and Culture
    Break
    Religion
    Religion
    Religion
    TIMETHURSDAYFRIDAYSATURDAY
    07.00 - 07.35
    07.35 - 08.10
    08.10 - 08.45
    08.45 - 09.20
    09.20 - 09.55
    09.55 - 10.30
    10.30 - 11.05
    11.05 - 11.40
    11.40 - 12.15
    Mathematics
    Mathematics
    Mathematics
    Civic Education
    Civic Education
    Break
    Social Science
    Social Science
    Social Science
    Religion
    Religion
    Natural Science
    Natural Science
    Break
    English
    English
    Physical Exercise
    Physical Exercise
    Traditional Language
    Traditional Language
    Break
    Art and Culture
    Art and Culture
  23. Rina has English subject starting at ... on Mondays.
    1. half past ten
    2. half past eleven
    3. A quarter to ten
    4. A quarter to eleven
  24. Rina usually goes home at 12.15 except on ....
    1. Fridays and Sundays
    2. Mondays and Saturdays
    3. Sundays and Saturdays
    4. Fridays and Saturdays
  25. Rina has a flag ceremony on Mondays. It lasts for ....
    1. three minutes and a half
    2. thirty minutes
    3. thirty five minutes
    4. one hour
  26. Today is Tuesday. The Indonesian language lesson will start at ....
    1. a quarter to eight
    2. a quarter past eight
    3. half past eight
    4. a quarter to nine
  27. On Monday, Rina's math teacher said, 'we will have a test in the next meeting.' It means Rina will have a math test on ....
    1. Tuesday
    2. Wednesday
    3. Thursday
    4. Friday
  28. On Fridays, the break starts at ....
    1. twenty minutes to nine
    2. twelve minutes to nine
    3. twelve minutes past nine
    4. twenty minutes past nine
  29. Rina likes studying about nature and living things. Therefore, her favorite subject is ....
    1. Civic Education
    2. Social Science
    3. Natural Science
    4. Mathematics

  30. Complete the dialogue below.
    Buyer: How much does it cost?
    Seller: It ... seventy thousand rupiahs.
    1. cost
    2. costs
    3. costing
    4. costly
sardine
  1. Complete the dialogue below.
    Buyer: How much is ... of sardine?
    Seller: Fifteen thousand rupiahs.
    1. a bottle of
    2. a bag of
    3. a tube of
    4. a can of
  2. "Alya has lunch at a half past one."
    Which shows the correct time?
    1. Olimpiade Bahasa Inggris Elementary
    2. Olimpiade Bahasa Inggris Elementary
    3. Olimpiade Bahasa Inggris Elementary
    4. Olimpiade Bahasa Inggris Elementary
  3. Look at the picture on the right. What time is it?clock
    1. It is half past six.
    2. It is half past seven.
    3. It is a quarter past six.
    4. It is a quarter to seven.
  4. Questions 32 to 36 refer to the following text

    Here I am at the supermarket. I am Nadia and I am with my best friend Anita. She likes supermarkets and I like them, too. That’s why we often shop at a supermarket for our needs.

    I like cereals and milk. Anita prefers potato chips and soft drink. I like milk because it’s very important for our bones, especially for children! And you, do you like milk?

    I also like fruit. Anita likes fruit, too. I like mangoes, but Anita prefers grapes. I don’t like durians and Anita doesn’t like durians either.

  5. Based on the text, we can conclude that ....
    1. None of them likes supermarkets.
    2. Both of them like supermarkets.
    3. They like both supermarkets and traditional markets.
    4. Either one of them likes supermarkets.
  6. Nadia likes milk because ....
    1. Anita likes it too.
    2. she doesn't like durians.
    3. it's not expensive.
    4. it's good for children.
  7. According to the text, which of the following sentences is NOT true?
    1. Nadia likes cereals and milk.
    2. Anita’s mother likes chocolate bread.
    3. Anita likes potato chips and soft drink.
    4. Nadia and Anita don’t like durians.
  8. Nadia likes cereals and milk ... Anita prefers potato chips and soft drink.
    1. but
    2. and
    3. so
    4. because
  9. Anita likes grapes ... mangoes.
    1. than
    2. to
    3. and
    4. better than

  10. Arrange the jumbled words into a good order.
    beachfamilyIwithtomygowillthe
    123456789
    1. 3 – 4 – 6 – 2 – 8 – 7 – 5 – 9 – 1
    2. 6 – 2 – 4 – 3 – 8 – 7 – 5 – 9 – 1
    3. 3 – 8 – 7 – 5 – 9 – 1 – 4 – 6 – 2
    4. 3 – 8 – 7 – 5 – 6 – 2 – 1 – 9 – 4
  11. The students are working hard ... win the competition.
    1. so that
    2. in order to
    3. for
    4. so
  12. I can't join the gathering because I have ... work to do.
    1. many
    2. much
    3. a lot
    4. a lot of
  13. Dea: Where are you going?
    Ita: The shop. We need ... sugar.
    1. any
    2. much
    3. some
    4. many

March 09, 2022

Soal Try Out Ujian Sekolah (USBK) Bahasa Inggris SMA - SMK 2022

Multiple Choice Questions
Read the following letter and answer questions 1 to 3
HRD Manager of ABC Company
12 Sunter Street
Jakarta, 223443

Dear Sir,

I have read your advertisement in “Suara Rakyat” for an “Engineer Position”, I would like to apply for that position.

As requested, I have attached my complete CV and recent photograph. I am interested in the job and I believe that I have the qualifications needed for the job. I am a fresh graduate from the Engineering Department this year. I am fluent in English, both oral and written, and I am skillful in the use of computers. I have worked in the engineering prototyping facility at Bhinneka Technology as a supervisor for two years.

Thank you for your consideration and I look forward to having an interview. I can be contacted at robby@gmail.com or 089288444555.

Sincerely yours,
Robby Willie
Try Out Ujian Sekolah
  1. Why is the applicant interested in the position?
    1. He works at ABC Company.
    2. He has the qualifications for the job.
    3. He has been working as a supervisor.
    4. He has two years’ work experience.
  2. From the text, we know that the applicant ....
    1. is qualified for the job
    2. is working as a supervisor
    3. will be accepted as a worker there
    4. will be interviewed as soon as possible
  3. “Thank you for your consideration...” (paragraph 3).
    The underlined word in the sentence refers to ....
    1. Suara Rakyat
    2. Robby Willie
    3. HRD Manager
    4. Engineer
  4. Choose the appropriate expression to complete the dialogue.
  5. Wendy: Geopark is the best tourism destination. It offers us an amazing view.
    Erwin: I agree ....
    Wendy: How about going there next week?
    1. I must say that I hardly like Geopark.
    2. I prefer Geopark to the other destinations.
    3. We’d better say something about Geopark.
    4. I’d rather go somewhere other than Geopark.
  6. Read the following text and answer questions 5 to 7.

    ANNOUNCEMENT

    According to international regulations for security in the Airport, the following goods are forbidden from being brought aboard a plane, either in passenger’s carry – on bags or checked luggage:
    • sharp tools,
    • guns,
    • radio – active and magnetic materials,
    • poisons, and
    • any other dangerous goods.
    Our security officers will check before passengers board a plane using X-Ray machines and manually.

    Before you fly, you should know the basic baggage rules and common security regulations in an airport to avoid problems. Thank you for your attention. Have a safe and nice trip.

  7. What is the topic of the text?
    1. A list of prohibited goods on airplanes.
    2. The language checking system in the airport.
    3. Information about dangerous goods in the airplane.
    4. International regulations for security in the airport.
  8. What should the passengers do before flying?
    1. Prepare their goods for inspection.
    2. Know how to reach the airport quickly.
    3. Check the goods they are going to bring.
    4. Know the basic baggage and security rules.
  9. “..., the following goods are forbidden from being brought .... “
    What is the synonym of the underlined word?
    1. Banned
    2. Allowed
    3. Permitted
    4. Admitted
  10. Choose the appropriate expression to complete the dialogue.
  11. Winda: The new park is recommended for a family holiday. What is your opinion?
    Hana: .... The road is difficult and dangerous.
    Winda: Yeah, the road is terribly damaged and too narrow.
    1. I don’t think so.
    2. I couldn’t agree more.
    3. That’s absolutely right.
    4. That’s exactly what I think.
  12. Choose the appropriate expression to complete the dialogue.
  13. Mina: I cannot concentrate on the lesson today. I’m too hungry.
    Yanti: Well, if you had breakfast today, you ....
    Mina: Yes I know that.
    1. will concentrate today
    2. would be very hungry
    3. would not be that hungry
    4. wouldn’t have been hungry
  14. Choose the appropriate expression to complete the dialogue.
  15. Sinta: What’s the matter? You look very pale.
    Vania: I guess I’m too tired. Our sports teacher made us run ten kilometers.
    Sinta: ....
    1. You can borrow my money.
    2. Let me give you a thick cloth.
    3. Would you like me to turn on the AC?
    4. Would you care for a bottle of fresh water?
  16. Choose the appropriate expression to complete the dialogue.
  17. Ine: We’re having a graduation party for my daughter tomorrow ....
    Rara: I’d be delighted to. What time should I come?
    Ine: At 7 p.m. Don’t forget to come with your fiancé.
    1. Are you busy tomorrow?
    2. May I come to your house?
    3. Would you like me to come?
    4. Would you come to my house?
  18. Choose the appropriate expression to complete the dialogue.
  19. Lia: Hi, Dhita. I’m in Singapore right now. Do you want anything from here?
    Dita: Oh, I really want a small leather bag from Orchard Road ....
    Lia: Okay, no problem.
    1. I have it soon.
    2. I will buy one for you.
    3. I was going to tell you.
    4. I will send you the money.
  20. Read the following text and answer questions 13 to 16.
    Antibiotics are a kind of natural and synthetic compound. They are used to stop or to restrain the process of an organism’s growth, particularly bacteria. They can help to cure bacterial infections. However, antibiotics are different from disinfectants in the bacteria killing process. A disinfectant kills bacteria by creating an unnatural environment for germs to live.

    In terms of treatment, antibiotics kill bacteria instantly without injuring those infected. Although, antibiotics are good for medication, they are not effective in handling infection caused by viruses, fungi, or other nonbacterial substances.

    Antibiotics are classified based on their effectiveness against bacteria. There are antibiotics that kill Gram- negative or Gram- positive bacteria and some antibiotics have a wider spectrum. The effectiveness depends on the location of the infection and the ability of antibiotics to reach the location of the infection.
  21. What is the main idea of the third paragraph?
    1. The use of antibiotics in the treatment.
    2. The effectiveness of antibiotics against bacteria.
    3. How antibiotics reach the location of infection.
    4. The classification of negative and positive bacteria.
  22. What is the purpose of the text?
    1. To describe antibiotics in general.
    2. To promote the use of antibiotics.
    3. To tell people how to use antibiotics.
    4. To persuade people to use antibiotics.
  23. How do antibiotics differ from disinfectant in killing bacteria?
    1. Disinfectant usually kills the bacteria sufferer.
    2. Antibiotics kill bacteria by injuring the sufferer.
    3. Antibiotics kill bacteria without injuring the sufferer.
    4. Disinfectant kills bacteria without injuring the sufferer.
  24. They can help to cure bacterial infections” (Paragraph 1),
    The underlined word refers to ....
    1. bacteria
    2. organism
    3. antibiotics
    4. compound
  25. Read the following dialog and answer questions 17-18.
    Bimo: Did you watch the football game last night?
    Sanny: I had no time. The meeting lasted until very late at night.
    Bimo: That’s too bad. The game was very tough, but finally my favorite team won.
    Sanny: I wish I had watched it. It was the game I had been waiting for.
    Bimo: What time did you arrive home, anyway?
    Sanny: At eleven. Can you imagine how tired I was?
  26. What is the topic of the dialog?
    1. Sanny’s activity.
    2. Sanny’s meeting.
    3. The football game.
    4. Bimo’s favorite team.
  27. What can we conclude from the dialogue?
    1. Sanny didn’t watch the football game.
    2. Bimo won the football game last night.
    3. The football game finished at 11:00 p.m.
    4. The meeting was not too long yesterday.
  28. Read the following dialog and answer questions 19-21.
    Cathy: The holiday season is coming. Are you planning a trip, Rika?
    Rika: Of course!. I’m going to leave for Japan with my cousins.
    Cathy: Great! It will be summer in Japan. You can enjoy the festivals
    Rika: Yes. I can’t wait to walk along the street wearing a kimono.
    Cathy: I’m sure it will be fun. Have a nice holiday, Rika.
    Rika: Thanks, Cathy.
  29. What is the topic of the dialogue?
    1. Cathy’s holiday plan
    2. Rika’s holiday plan
    3. Cathy’s last trip to Japan
    4. Rika’s wish for a holiday
  30. What can we conclude from the dialogue?
    1. Cathy wants to take a picture in Japan.
    2. Cathy is going to Japan with her cousins.
    3. Rika is going to enjoy the summer.
    4. Rika is eager to wear a kimono in Japan
  31. “Are you planning a trip?” (Line 1)
    The underlined word has a similar meaning with ....
    1. making
    2. arranging
    3. changing
    4. modifying
  32. Read the following text and answer questions 22 to 24.
    How to clean an LCD Screen
    First Steps:
    1. Shake up the detergent and put it 15 – 20 cm away from the LCD Screen.
    2. Spray on the LCD Screen surface directly.
    3. Clean gently using the fabric or cotton cleanser
    Second Steps:
    1. Spray the detergent on the fabric or cotton cleanser
    2. Clean the LCD Screen surface to make it as bright as a new one

  33. What should you do to the detergent first?
    1. Spray it
    2. Clean It
    3. Put it away
    4. Shake it up
  34. Before cleaning the screen surface, we spray the detergent on the screen surface directly or spray it on ....
    1. our fingers
    2. the paper
    3. fabric or cotton cleanser
    4. brush or fabric cleanser
  35. “Clean gently using the fabric or cotton cleanser”. (Step 3).
    What does the underlined word mean?
    1. Carefully
    2. Directly
    3. Harshly
    4. Cleanly
  36. Read the following text and answer questions 25 to 27.

    Orchard Road is a boulevard which becomes business and entertainment center in Singapore. Orchard Road is surrounded by a lush tropical and flower gardens which are beautiful. At first, Orchard Road is just a suburban street lined with orchards, plantations nutmeg, and pepper farming. However, in the 1970s, it turned into a shopping center in Singapore. In 1960 and 1970 entertainment industries began to enter this road. Shopping centers such as mall and plaza was built in 1974.

    Orchard Road runs along about 2.2 km. This road is one-way street flanked by a variety of shopping malls, hotels and restaurants. The shopping area which is nearly 800,000 square meters provides a wide range of things, food, and entertainment. In this area there are many options that can satisfy visitors from all walks of life starting from the luxury branded things to the popular branded, from exclusive restaurants to fast food.

    There are so many ways that can be accessed to get to Orchard road such as: by taxi, bus or drive your own car. For those who are driving to Orchard Road can be entered from the west through the Napier Road. Vehicles from Dunearn Road can turn to left at the intersection of the Marriott Hotel junction. Vehicles that come from Paterson can turn right onto Orchard Road. Orchard is always crowded so you have to be careful in order not to get lost.

  37. In the third paragraph the writer describes ....
    1. The location of Orchard Road
    2. The things that we can see at orchard road
    3. The direction to get to Orchard Road
    4. The distance of Orchard Road
  38. “However, in the 1970s, it turned into a shopping center in Singapore.”
    The word “it” in the above sentence refers to ....
    1. The plantation
    2. Luxury branded thing
    3. Singapore
    4. Suburban street
  39. "In this area there are many options that can satisfy visitors from all walks of life ...."
    The underlined word has the closest meaning to ....
    1. Please
    2. Frighten
    3. Threat
    4. Love
  40. Read the following dialog and answer questions 28-29.
    Arman: Can you help me prepare the material for the meeting?
    Lila: I’m sorry, I have to go to the hospital for a general check-up
    Arman: What’s the matter? Are you ill?
    Lila: No, everything is just fine. I’m going to go to Mecca as a Haj Pilgrim.
    Arman: When are you going to leave?
    Lila: Next month. I’m still preparing the documents.
  41. From the dialogue, we know that ....
    1. Arman is having a meeting now.
    2. Lila will go to Mecca next month.
    3. Arman prepares the material with Lila.
    4. Lila cannot help Arman because she is ill.
  42. “.... to the hospital for a general check-up” (Line 2)
    The synonym of the underlined word is ....
    1. mandatory
    2. common
    3. specific
    4. physical
  43. Choose the appropriate expression to complete the dialogue.
  44. Vita: Shall we go to the movies together?
    Nirina: .... I’ll make the popcorn and orange juice.
    Vita: That’s a good idea. I have some new films.
    1. I’d rather watch the movie.
    2. I suggest we should have stayed at home.
    3. We should have lunch at home.
    4. Why don’t we watch a DVD at home?
  45. Read the following dialog and answer questions 31 to 32.
    Rio: What do you usually do in your leisure time?
    Juli: I usually take an aerobics class. How about you?
    Rio: I play football.
    Juli: Great! How often do you play football?
    Rio: Twice a week.
    Juli: I take the aerobics class twice a week, too, but I don’t like football.
    Rio: Well, most women don’t like football.
    Juli: That’s true. I’m scared of being hit by the ball.
  46. From the dialogue, we can conclude that ....
    1. Rio likes what Juli does in her leisure time
    2. Rio and Juli have the same hobby
    3. Rio and Juli spend their leisure time differently
    4. Rio and Juli do their hobbies at different times
  47. Why doesn’t Juli like football?
    1. She is a woman.
    2. She dislikes Rio.
    3. She is afraid of the ball.
    4. She takes aerobics classes.
  48. Read the following text and answer questions 33 to 35.

    That day was my first day of school. My family and I had just moved to the city the previous week so I didn’t know anyone there. I went to school on the school bus. Everyone seemed to know one another while I was just sitting quietly in the back row.

    When we arrived at school, I got my schedule. It was very tight. I marked Tuesday since there was English, my favorite subject, on the day. Friday would be hard because there were maths and physics. It was a relief that we didn’t have to go to school on Saturday.

    At break time, I heard some students complaining about the food in the canteen. I thought it was tasty enough. The only problem I had was where to sit. I felt awkward about joining any table. Fortunately, someone asked me to join her. Patricia was her name and she has become my best friend since that day.

  49. What is the purpose of the text?
    1. To give information about the high school.
    2. To describe the writer’s former school.
    3. To retell the readers the writer’s first day at high school.
    4. To tell the readers how to attend high school.
  50. The second paragraph mainly talks about ....
    1. The high school days.
    2. The writer’s schedule.
    3. The lessons at high school.
    4. The holiday in high school.
  51. “I thought it was tasty enough.” (paragraph 3)
    The underlined word has the same meaning as . . . .
    1. expensive
    2. sour
    3. tasteless
    4. delicious
  52. Read the following text and answer questions 36 to 38.
    A study has shown that drinking coffee or tea or a combination of the two may be related to a lower risk for stroke and dementia.

    Researchers from China's Tianjin Medical University studied 365,682 participants from the UK Biobank, aged 50 to 74. All the participants reported their coffee and tea intake habits. During an average follow-up of 11.4 years for new-onset disease, 5,079 participants developed dementia, and 10,053 had at least one stroke.

    According to the study published in PLOS Medicine, people who drank two to three cups of coffee or three to five cups of tea every day, or a combination of four to six cups of coffee and tea, had the lowest incidence of stroke or dementia.

    Compared with those who drank neither coffee nor tea, people who drank two to three cups of coffee and two to three cups of tea daily had a 32 percent lower risk of stroke and a 28 percent lower risk of dementia.

    Meanwhile, a lower risk of post-stroke dementia was associated with drinking coffee alone or in combination with tea, according to the study.

    The researchers also evaluated the link of coffee types with stroke and dementia. Among ground coffee, instant coffee, and decaffeinated coffee, they found that ground coffee drinkers were associated with a much lower risk of dementia, Alzheimer's disease and vascular dementia.

    Coffee is a rich source of antioxidants and bioactive compounds while tea contains caffeine and catechin which have neuroprotective properties, such as anti-oxidative stress and anti-inflammatory effects.

    (Source: https://en.tempo.co/read/1561276/drinking-coffee-tea-related-to-lower-risk-for-stroke-dementia-study)

  53. What is the text about?
    1. Increasing risk of stroke and dementia
    2. A combination of drinking tea and coffee
    3. The benefit of drinking coffee or tea
    4. Researchers from China's Tianjin Medical University
  54. According to the text, which of the following is NOT true?
    1. The participants of the study ranged from 11.4 to 74 years of age.
    2. Drinking coffee and tea may bring beneficial effects on our health.
    3. Coffee types are related to the the risk of stroke and dementia.
    4. Drinking coffee or tea may lower the risk for stroke and dementia.
  55. "Among ground coffee, instant coffee, and decaffeinated coffee, they found that ground coffee drinkers were associated with a much lower risk of dementia, Alzheimer's disease and vascular dementia."
    What does the underlined word refer to?
    1. Coffee drinkers
    2. Types of coffee
    3. People with stroke or dementia
    4. Researchers
  56. Read the following dialogue and answer questions 39 to 40.
    Secretary: Good morning, PT. Wijaya. May I help you?
    Sinta: Good morning. It’s Sinta from PT. Angkasa. Can I speak to Mr. Arman please?
    Secretary: I’m afraid Mr Arman’s in a very important meeting at the moment. Would you like to leave a message?
    Sinta: Yes – could you ask him to call me as soon as he's available?
    Secretary: Allright. Has he got your number?
    Sinta: Yes, he has.
    Secretary: Fine – I’ll make sure he calls you as soon as he gets out of the meeting.
    Sinta: Thanks.
  57. Who made the call?
    1. The secretary
    2. Sinta
    3. Mr. Armand
    4. PT. Wijaya
  58. What will the secretary most probably do after the dialogue?
    1. Give Sinta's number to Mr. Arman
    2. Make a telephone call to Sinta
    3. Arrange a meeting with PT. Angkasa
    4. Tell Mr. Arman about Sinta's call
Prev: Buku Sekolah Elektronik (BSE) SMP/MTs Kls VIII, 072111 0307PM PV5844

March 05, 2022

News Item Texts: Function, Structure, Features, and Exercises

News Texts
W
hen you hear the word "news", what do you have in mind? Yes, I bet the word "news" is very familiar to all of us today. We watch news on the television, read it on printed media be it online on the internet or offline such as in newspapers. It usually refers to a particular piece of news, usually from a journalistic source, dealing with a particular story.
I. Definition and function of news items
What is a news item? A news item is a text that informs readers about events of the day. They give important information about newsworthy or important events that happen today, or have happened recently.
II. Generic structure of news items
A news item usually consists of:
  1. Main / newsworthy Event(s): recounts the event in the form of summary
  2. Background Events: elaborate what happened, to whom, in what circumstances.
  3. Sources: comments by participants in, witnesses to and/or authorities expert on the event.
III. Lexicogrammatical features of news items
A news item usually has the following features:
  • Short, telegraphic information about the story captured in headline.
  • Use of material processes to retell the event.
    Material processes (usually action verbs) show that some entity physically does something to some other entity. It gives information about the process of doing something. E.g. killed, searched, crashed, rescued, etc.
  • Use of projecting verbal processes in sources stage.
    Verbal processes represent process of ‘saying’. E.g. said, told, explained, informed, etc.
  • Focus on Circumstances (e.g. mostly within Qualifiers).
IV. Examples of news items
News Text 1
East Java flash Floods Kill At Least EightTitle / Headline
Rescuers scrambled Friday to find survivors under mud-swamped hillsides after flash floods in East Java killed at least eight people, the disaster agency said. Torrential rains on Thursday unleashed flash floods in Malang and the highland city of Batu, inundating houses with mud and debris, while a wall of water destroyed local bridges. Six people were pulled from the detritus alive, while rescuers found a half dozen bodies in Batu and two more victims in Malang.Summary/recount of the newsworthy event
On Friday, teams raced to find several more people unaccounted for in Batu, according to the National Disaster Mitigation Agency, as the dead were placed in body bags.Elaboration (background events)
"Until now, we are still trying to find three people still missing," the agency's chairman Abdul Muhari said in a statement. Fatal landslides and flash floods are common across Indonesia during the rainy season, which started in September.Comments by participants, witnesses, experts. and/or authorities
The disasters are often caused by deforestation and poor mitigation planning, according to environmentalists. Seven people were killed in a landslide triggered by torrential storms in Sumatra last month. In April, more than 200 people were killed in a cluster of far-eastern islands in Indonesia and neighbouring Timor Leste as Tropical Cyclone Seroja turned small communities into wastelands of mud and uprooted trees.Summary/recount of similar events
News Text 2
BMKG: Severe Weather Forecasted This Week for Parts of IndonesiaTitle / Headline
TEMPO.CO, Jakarta - The Meteorology, Climatology, and Geophysics Agency (BMKG) is warning that potentially extreme weather, such as moderate to heavy rain accompanied by lightning and strong winds, as well as high waves, is possible this week, February 17-23, in some parts of Indonesia.Summary/recount of the newsworthy event
“The public is advised to stay vigilant and cautious about potential extreme weather and its possible impact of hydrometeorological disasters, such as floods, landslides, flash floods, puddles, fallen trees, and others,” said the Meteorology Unit Deputy Guswanto in a statement received in Jakarta, Wednesday, Feb. 16.

Guswanto explained that the potential for extreme weather was based on the latest analysis on atmospheric dynamics.
Comments by participants, witnesses, experts. and/or authorities
The BMKG reiterated that the phenomenon is triggered by phase-3 Madden-Julian Oscillation (MJO) around the Indian Ocean which significantly contributes to the growth of rain clouds in several Indonesian regions. It is also strengthened by atmospheric waves, viz. equatorial Kelvin and Rossby waves in a number of regions.

The potential for moderate to heavy rain is predicted to occur in Aceh, North Sumatra, Riau, Jambi, Bengkulu, South Sumatra, Lampung, Banten, Jakarta, West Java, Central Java, Yogyakarta, East Java, Bali, West Nusa Tenggara, West Kalimantan, Central Kalimantan, South Kalimantan, East Kalimantan, North Kalimantan, North Sulawesi, Gorontalo, Central Sulawesi, West Sulawesi, South Sulawesi, Southeast Sulawesi, North Maluku. Maluku, West Papua, and Papua.
Elaboration (background events)
V. EXERCISES
A. Identify the parts of the following news texts.
News Text 3
Study: Climate change is making typhoons more dangerous for Asia, and their ‘destructive power’ will double by the end of the century...
The “destructive power” of tropical storms in the Pacific Ocean, known locally as typhoons, could double by the end of the century, according to a new study. The average typhoon could last around five hours longer, with average wind speed at landfall increased by 6 percent, and it would travel 50 percent further inland, according to the projections of researchers from the Chinese University of Hong Kong and the Guangdong-Hong Kong-Macau Greater Bay Area Weather Research Centre for Monitoring Warning and Forecasting in Shenzhen....
These changes would collectively make typhoons twice as damaging — and they already are well underway. Between 1979 and 2016, typhoons increased in duration by two to nine hours and penetrated 30 to 190 kilometers farther inland, the researchers found. The study was published in the journal Frontiers in Earth Science. Its findings are based on a scenario in which average global temperatures reach 3.7 degrees Celsius higher than pre-industrial levels by 2100, which is a likely outcome if greenhouse gas emissions remain high, according to the Intergovernmental Panel on Climate Change. So far, temperatures have risen by 1.2 degrees Celsius from that baseline....
The effects of these stronger storms are visible in recent Asian cyclones such as Typhoon Rai, which hit the Philippines on Dec. 16. On Monday, the Philippine government raised the number of confirmed deaths from Rai to 388. There are an additional 60 people still missing and an estimated 500,000 left homeless after winds or flooding damaged or destroyed 482,000 houses....
Previous studies have found that higher average global temperatures, due to emissions of greenhouse gasses, are causing more intense storms, because warmer weather causes more evaporation. Other studies have concluded that storms from warmer seawater temperatures ramp up quicker....
“More Asian inland regions may be exposed to further severe typhoon-related hazards in the future as a result of climate change,” the lead author of the study, Francis Tam Chi-yung, a professor of Earth System Science at Chinese University of Hong Kong, told the South China Morning Post. The most affected areas will include major cities such as Hong Kong and Vietnam’s capital, Hanoi....
Hong Kong was hit by super-typhoons in 2017 and 2018, causing widespread damage from flooding and the impact of heavy wind, such as trees being toppled.
...
News Text 4
School Attendance Increases Omicron Cases among Children: Pediatric Association....
TEMPO.CO, Jakarta - The Indonesian Pediatric Association (IDAI) chairman, Piprim Basarah Yanuarso, said that Covid-19 cases among children showed a significant rise in the past month. The figures went up following on-site learning activities, known as PTM 100%, at schools earlier this January.....
"Fellow pediatricians reported that the case has now increased tenfold when compared to January. The surge is egregious," he said during the launching of Covid-19 Guidelines Book 4th edition in Jakarta, February 9.....
According to Yanuarso, the surging trend of Covid cases on children began on January 24 with 646 patients. It rose to 2,775 on January 31 and it became 7,190 on February 7. "It rose by 300%."....
The case surge among pupils and teachers has resulted in the issuance of a back-to-school policy at 50% capacity by the Education Ministry. IDAI appreciated the government's effort that also offers parents to choose a safe environment for their children to study.....
Yanuarso believed the decision can reduce the number of children infected with Coronavirus. "Do not underestimate mild symptoms. Even reports of severe cases on children have started to show," he said.....
IDAI calls on parents to ensure the health protocols of their children, particularly for those above 2 years old. If they show symptoms such as cough and cold, immediately contact a doctor, as it could be an Omicron infection.....
B. Comprehension Exercise.
Choose whether each of the following sentences is TRUE or FALSE based on the relevant text.
  1. These sentences refer to news text 1.
    1. The text is about a natural disaster.
    2. The flash flood killed eight people.
    3. When the news was published, six people were still missing.
    4. The flash floods happened in Malang and Batu following severe and heavy rains.
    5. Deforestation and poor mitigation planning may cause landslides and flash floods.
  2. These sentences refer to news text 2.
    1. The text talks about a warning of potential extreme weather in Indonesia.
    2. The public is expected to prevent the possible impact of hydrometeorological disasters.
    3. The impact of hydrometeorological disasters includes floods, landslides, flash floods, forest fires, fallen trees, and others.
    4. The warning was based on the latest analysis on atmospheric dynamics.
    5. Kelvin and Rossby are experts in meteorology, climatology, and geophysics.
  3. These sentences refer to news text 3.
    1. The news talks about the causes of climate change in Asia.
    2. A new study suggests that tropical storms in the Pacific Ocean could be much more destructive by the end of the century.
    3. Between 1979 and 2016, typhoons remained the same in duration and size of areas.
    4. According to studies, global warming, due to emissions of greenhouse gases, is the cause of extreme weather phenomena.
    5. Typhoon Rai hitting the Philippines on Dec. 16 killed at least 388 people and damaged more than 400,000 houses.
  4. These sentences refer to news text 4.
    1. The news mainly talks about the increase of Omicron cases among the members of Pediatric Association.
    2. Based on the text, we can conclude that on-site learning activities, known as PTM 100%, contributed to the increase of Covid-19 cases among children.
    3. Covid cases on children increased by 300% during the month of January.
    4. The Education Ministry has applied back-to-school policy at 50% capacity as a response to the increasing Covid cases.
    5. IDAI makes phone calls to parents to interview them about the health protocols of their children.
News source:
  • https://www.thejakartapost.com/indonesia/2021/11/05/east-java-flash-floods-kill-at-least-eight-.html
  • https://en.tempo.co/read/1561699/bmkg-severe-weather-forecasted-this-week-for-parts-of-indonesia
  • https://www.yahoo.com/news/study-climate-change-is-making-typhoons-more-dangerous-for-asia-and-their-destructive-power-will-double-by-the-end-of-the-century-100038238.html
  • https://en.tempo.co/read/1559378/school-attendance-increases-omicron-cases-among-children-pediatric-association

February 27, 2022

Kisi–Kisi Soal Ujian Sekolah Bahasa Inggris Kelas XII SMK - SMA 2022

Kisi–Kisi Soal Ujian Sekolah Bahasa Inggris Kelas XII SMK - SMA
Nama Sekolah :
Mata Pelajaran : Bahasa Inggris
Kelas : XII
Semester : Genap
Tahun Pelajaran : 2021 – 2022
Jumlah Soal : 40
Bentuk Soal : Pilihan Ganda (PG)
No. SoalKompetensi DasarMateriIndikator SoalLevel KognitifBentuk Soal
1Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks news item lisan dan tulis dengan memberi dan meminta informasi terkait berita sederhana dari koran/radio/TV sesuai konteks penggunaan.News Item (Pelajari di SINI. Lihat contoh soal di SINI)Disajikan teks news item tertulis, siswa dapat menentukan pikiran pokok dari teks tersebut dengan benar.Menganalisis (C4)PG (Multiple Choice)
2Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks news item lisan dan tulis dengan memberi dan meminta informasi terkait berita sederhana dari koran/radio/TV sesuai konteks penggunaan.News Item (Pelajari di SINI. Lihat contoh soal di SINI)Disajikan teks news item tertulis, siswa dapat melengkapi kalimat rumpang berisi informasi tersurat dari teks tersebut dengan benar.Menyimpulkan (C2)PG
3Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks news item lisan dan tulis dengan memberi dan meminta informasi terkait berita sederhana dari koran/radio/TV sesuai konteks penggunaan.News Item (Pelajari di SINI. Lihat contoh soal di SINI)Disajikan teks news item tertulis, siswa dapat menentukan jawaban terhadap pertanyaan tentang informasi tersurat di dalam teks tersebut dengan benar.Menyimpulkan (C2)PG
4Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks news item lisan dan tulis dengan memberi dan meminta informasi terkait berita sederhana dari koran/radio/TV sesuai konteks penggunaan.News Item (Pelajari di SINI. Lihat contoh soal di SINI)Disajikan teks news item tertulis, siswa dapat memilih pernyataan yang tidak sesuai dengan informasi tersurat dan tersirat di dalam teks tersebut dengan benarMengevaluasi (C5)PG
5Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks khusus berbentuk surat lamaran kerja dengan memberi dan meminta informasi terkait jati diri, latar belakang pendidikan / pengalaman kerja, sesuai konteks penggunaanJob Application Letter (lihat contoh soal di SINI)Disajikan teks surat lamaran pekerjaan tertulis, siswa dapat menganalisis informasi tersirat dari teks tersebut dengan benarMenganalisis (C4)PG
6Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks khusus berbentuk surat lamaran kerja dengan memberi dan meminta informasi terkait jati diri, latar belakang pendidikan / pengalaman kerja, sesuai konteks penggunaanJob Application Letter (lihat contoh soal di SINI)Disajikan teks surat lamaran pekerjaan tertulis, siswa dapat menyimpulkan informasi tertentu di dalam teks tersebut dengan benarMenyimpulkan (C2)PG
7Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks khusus berbentuk surat lamaran kerja dengan memberi dan meminta informasi terkait jati diri, latar belakang pendidikan / pengalaman kerja, sesuai konteks penggunaanJob Application Letter (lihat contoh soal di SINI)Disajikan teks surat lamaran pekerjaan tertulis, siswa dapat menentukan persamaan / sinonim sebuah kata di dalam teks tersebut dengan benarMenyimpulkan (C2)PG
8Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi tentang petunjuk arah (direction) sesuai konteks dunia kerjaAsking for direction (pelajari di SINI) Disajikan dialog rumpang tertulis berisi informasi petunjuk arah, siswa dapat melengkapi dialog tersebut dengan benarMenganalisis (C4)PG
9Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pendapat dan pikiran, sesuai konteks.Expressing thoughts/ opinions (pelajari di SINI)Disajikan dialog rumpang tertulis tentang pemikiran/ pendapat, siswa dapat melengkapi dialog tersebut dengan benarMenganalisis (C4)PG
10Menerapkan fungsi sosial, struktur, dan unsur kebahasaan teks interaksi transaksional yang melibatkan tindakan memberi dan meminta informasi terkait pesan sederhana lewat telephone (taking simple phone message) sesuai konteks dunia kerjaHandling/ making telephone calls (pelajari di SINI)Disajikan dialog tertulis berisi percakapan telepon, siswa dapat menentukan konteks percakapan yang tersirat dari dialog tersebut dengan benarMenganalisis (C4)PG
11Menerapkan fungsi sosial, struktur, dan unsur kebahasaan teks interaksi transaksional yang melibatkan tindakan memberi dan meminta informasi terkait pesan sederhana lewat telephone (taking simple phone message) sesuai konteks dunia kerjaHandling/ making telephone calls (pelajari di SINI)Disajikan dialog tertulis berisi percakapan telepon, siswa dapat menentukan informasi tersirat di dalam dialog tersebut dengan benarMenyimpulkan (C2)PG
12Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks prosedur lisan dan tulis dengan memberi dan meminta informasi terkait manual penggunaan teknologi dan kiat-kiat (tips), pendek dan sederhana, sesuai bidang keahlian dan konteks penggunaanProcedural text (pelajari di SINI)Disajikan teks prosedural tertulis, siswa dapat menentukan informasi tersirat di dalam teks tersebut dengan benarMenganalisis (C4)PG
13Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks prosedur lisan dan tulis dengan memberi dan meminta informasi terkait manual penggunaan teknologi dan kiat-kiat (tips), pendek dan sederhana, sesuai bidang keahlian dan konteks penggunaanProcedural text (pelajari di SINI)Disajikan teks prosedural tertulis, siswa dapat mengidentifikasi informasi tersurat di dalam teks tersebut dengan benarMenyimpulkan (C2)PG
14Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks prosedur lisan dan tulis dengan memberi dan meminta informasi terkait manual penggunaan teknologi dan kiat-kiat (tips), pendek dan sederhana, sesuai bidang keahlian dan konteks penggunaanProcedural text (pelajari di SINI)Disajikan teks prosedural tertulis, siswa dapat menentukan persamaan kata / sinonim dari sebuah kata di dalam teks tersebut dengan benarMenyimpulkan (C2)PG
15Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pengandaian diikuti oleh perintah / saran, sesuai bidang keahlian dan konteks penggunaanConditional IF + imperative (pelajari di SINI)Disajikan dialog rumpang tertulis berisi kalimat Conditional, siswa dapat melengkapi dialog tersebut dengan kalimat perintah yang benarMenganalisis (C4)PG
16Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menawarkan jasa serta menanggapinya sesuai konteks penggunaanOffering a service (pelajari di SINI dan di SINI)Disajikan dialog rumpang tertulis berisi penawaran jasa, siswa dapat melengkapi dialog tersebut dengan benarMenganalisis (C4)PG
17Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait hubungan sebab akibat sesuai konteksCause and Effect (pelajari di SINI) Disajikan dialog rumpang tertulis, siswa dapat menganalisis hubungan sebab/akibat untuk melengkapi dialog tersebut dengan benarMenganalisis (C4)PG
18Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks khusus berbentuk memo, menu, schedule dan signs dengan memberi dan meminta informasi terkait kegiatan sekolah atau tempat kerja sesuai konteks penggunaan dunia kerjaTravel schedule / checklist (lihat contoh soal di SINI)Disajikan teks pesan / memo tertulis, siswa dapat menganalisis konteks dan tujuan dari teks tersebut dengan benarMenganalisis (C4)PG
19Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks khusus berbentuk memo, menu, schedule dan signs dengan memberi dan meminta informasi terkait kegiatan sekolah atau tempat kerja sesuai konteks penggunaan dunia kerjaTravel schedule / checklist (lihat contoh soal di SINI)Disajikan teks pesan/ memo tertulis, siswa dapat menyeleksi informasi yang tidak disebutkan di dalam teks tersebut dengan benarMengevaluasi (C5)PG
20Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks prosedur lisan dan tulis dengan memberi dan meminta informasi terkait manual penggunaan teknologi dan kiat-kiat (tips), pendek dan sederhana, sesuai bidang keahlian dan konteks penggunaanProcedural text (pelajari di SINI)Disajikan teks prosedural tertulis, siswa dapat menganalisis konteks dan tujuan dari teks tersebut dengan benarMenganalisis (C4)PG
21Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks prosedur lisan dan tulis dengan memberi dan meminta informasi terkait manual penggunaan teknologi dan kiat-kiat (tips), pendek dan sederhana, sesuai bidang keahlian dan konteks penggunaanProcedural text (pelajari di SINI)Disajikan teks prosedural tertulis, siswa dapat menentukan urutan langkah di dalam teks tersebut dengan benarMenganalisis (C4)PG
22Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks prosedur lisan dan tulis dengan memberi dan meminta informasi terkait manual penggunaan teknologi dan kiat-kiat (tips), pendek dan sederhana, sesuai bidang keahlian dan konteks penggunaanProcedural text (pelajari di SINI)Disajikan teks prosedural tertulis, siswa dapat menyeleksi informasi yang tidak sesuai dengan isi teks tersebut dengan benarMengevaluasi (C5)PG
23Menganalisis fungsi sosial, struktur, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang pengandaian jika terjadi suatu keadaan / kejadian / peristiwa di waktu yang akan datang sesuai konteks penggunaanConditional sentence (pelajari di SINI dan di SINI)Disajikan dialog tertulis berisi kalimat Conditional rumpang, siswa dapat melengkapi dialog tersebut dengan benarMenganalisis (C4)PG
24Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pendapat dan pikiran sesuai konteksExpressing thoughts / opinions (pelajari di SINI)Disajikan dialog tertulis berisi pemikiran / pendapat, siswa dapat menentukan paraphrase yang sesuai dengan isi dialog tersebut dengan benarMemahami (C2)PG
25Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks khusus berbentuk memo, menu, schedule dan signs dengan memberi dan meminta informasi terkait kegiatan sekolah atau tempat kerja sesuai konteks penggunaan dunia kerjaMemo (lihat contoh soal di SINI)Disajikan teks memo tertulis, siswa dapat menentukan tujuan teks tersebut dengan benarMenganalisis (C4)PG
26Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks khusus berbentuk memo, menu, schedule dan signs dengan memberi dan meminta informasi terkait kegiatan sekolah atau tempat kerja sesuai konteks penggunaan dunia kerjaMemo (lihat contoh soal di SINI)Disajikan teks memo tertulis, siswa dapat mengidentifikasi penerima teks tersebut dengan benarMemahami (C2)PG
27Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks khusus berbentuk memo, menu, schedule dan signs dengan memberi dan meminta informasi terkait kegiatan sekolah atau tempat kerja sesuai konteks penggunaan dunia kerjaMemo (lihat contoh soal di SINI)Disajikan teks memo tertulis, siswa dapat menyimpulkan tujuan teks tersebut dengan benarMemahami (C2)PG
28Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks khusus berbentuk memo, menu, schedule dan signs dengan memberi dan meminta informasi terkait kegiatan sekolah atau tempat kerja sesuai konteks penggunaan dunia kerjaMemo (lihat contoh soal di SINI)Disajikan teks memo tertulis, siswa dapat menentukan persamaan / sinonim dari sebuah kata di dalam teks tersebut dengan benarMemahami (C2)PG
29Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks biografi tokoh sesuai konteks penggunaanBiography (lihat contoh soal di SINI)Disajikan teks biografi tokoh tertulis, siswa dapat menentukan tujuan teks tersebut dengan benarMenganalisis (C4)PG
30Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks biografi tokoh sesuai konteks penggunaanBiography (lihat contoh soal di SINI)Disajikan teks biografi tokoh tertulis, siswa dapat menentukan informasi tersirat dari teks tersebut dengan benarMenganalisis (C4)PG
31Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks biografi tokoh sesuai konteks penggunaanBiography (lihat contoh soal di SINI)Disajikan teks biografi tokoh tertulis, siswa dapat menyeleksi informasi yang sesuai dengan isi teks tersebut dengan benarMengevaluasi (C5)PG
32Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks biografi tokoh sesuai konteks penggunaanBiography (lihat contoh soal di SINI)Disajikan teks biografi tokoh tertulis, siswa dapat menentukan rujukan sebuah kata di dalam teks tersebut dengan benarMemahami (C2)PG
33Menganalisis fungsi sosial, struktur, dan unsur kebahasaan beberapa teks eksposisi analitis lisan dan tulis dengan memberi dan meminta informasi terkait isu aktual sesuai konteks penggunaanAnalytical Exposition (lihat contoh soal di SINI)Disajikan teks eksposisi analitis tertulis, siswa dapat menentukan tujuan teks tersebut dengan benarMenganalisis (C4)PG
34Menganalisis fungsi sosial, struktur, dan unsur kebahasaan beberapa teks eksposisi analitis lisan dan tulis dengan memberi dan meminta informasi terkait isu aktual sesuai konteks penggunaanAnalytical Exposition (lihat contoh soal di SINI)Disajikan teks eksposisi analitis tertulis, siswa dapat memilih informasi yang tidak sesuai dengan isi teks tersebut dengan benarMengevaluasi (C5)PG
35Menganalisis fungsi sosial, struktur, dan unsur kebahasaan beberapa teks eksposisi analitis lisan dan tulis dengan memberi dan meminta informasi terkait isu aktual sesuai konteks penggunaanAnalytical Exposition (lihat contoh soal di SINI)Disajikan teks eksposisi analitis tertulis, siswa dapat memilih rujukan sebuah kata di dalam teks tersebut dengan benarMemahami (C2)PG
36Menganalisis fungsi sosial, struktur, dan unsur kebahasaan beberapa teks eksposisi analitis lisan dan tulis dengan memberi dan meminta informasi terkait isu aktual sesuai konteks penggunaanAnalytical Exposition (lihat contoh soal di SINI)Disajikan teks eksposisi analitis tertulis, siswa dapat memilih persamaan /sinonim sebuah kata di dalam teks tersebut dengan benarMemahami (C2)PG
37Menganalisis struktur, unsur kebahasaan, dan fungsi sosial teks factual report dengan menyatakan dan menanyakan tentang teks ilmiah faktual sederhana sesuai konteks pembelajaranFactual report (pelajari di SINI)Disajikan teks factual report tertulis, siswa dapat menentukan tema / pikiran pokok dari teks tersebut dengan benarMenganalisis (C4)PG
38Menganalisis struktur, unsur kebahasaan dan fungsi sosial teks factual report dengan menyatakan dan menanyakan tentang teks ilmiah faktual sederhana sesuai konteks pembelajaranFactual report (pelajari di SINI)Disajikan teks factual report tertulis, siswa dapat menyeleksi informasi yang tidak terkandung di dalam teks tersebut dengan benarMengevaluasi (C5)PG
39Menganalisis struktur, unsur kebahasaan dan fungsi sosial teks factual report dengan menyatakan dan menanyakan tentang teks ilmiah faktual sederhana sesuai konteks pembelajaranFactual report (pelajari di SINI)Disajikan teks factual report tertulis, siswa dapat menyimpulkan isi paragraf di dalam teks tersebut dengan benarMemahami (C2)PG
40Menganalisis fungsi sosial, struktur, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan ucapan selamat bersayap (extended), dan responnya sesuai konteksCongratulating someone (pelajari di SINI) Disajikan dialog rumpang tertulis berisi ucapan selamat bersayap, siswa dapat melengkapi dialog tersebut dengan benarMemahami (C2)PG

February 14, 2022

Past Continuous Tense: Struktur, Penggunaan, & Latihan Soal

Past Continuous Tense
J
ika sebelumnya kita sudah belajar tentang Simple Past tense dan Present Continuous tense, pada materi ini kita akan membahas tentang bentuk waktu lain yang juga sangat penting untuk dipelajari dalam bahasa Inggris, yaitu "Past Continuous tense".

Past continuous tense adalah bentuk waktu yang digunakan saat kita membicarakan suatu aktifitas atau peristiwa yang sedang dilakukan atau sedang terjadi pada saat tertentu di masa lampau.

Sebagai ilustrasi, lihatlah gambar di atas dan perhatikan bentuk kata kerja (verbs) pada kalimat-kalimat dalam paragraf singkat berikut ini:

At ten o'clock, Nancy was working out. She wasn't cooking. Now she is cooking and preparing lunch. She is not working out.

Perhatikan kalimat dengan kata kerja (verbs) dicetak tebal, yaitu:
  • At ten o'clock, Nancy was working out.
  • She wasn't cooking.

Kata-kata yang dicetak tebal pada kedua kalimat di atas inilah contoh kata kerja dalam bentuk Continuous tense.

I. Bentuk dan Struktur Past Continuous tense
A. Kalimat Afirmatif / positif.
Subject + was / were + verb-ing
SubjectAuxiliary verb BEMain verb (verb-ing)
Iwasworking.
We
She and I
My friends and I
were
were
were
working.
working.
working.
Youwereworking.
They
The men
My friends
were
were
were
working.
working.
working.
He
She
It
Nancy
The man
was
was
was
was
was
working.
working.
working.
working.
working.
B. Kalimat Interogatif / tanya.
Was / Were + subject + verb-ing?
Auxiliary verb BESubjectMain verb (verb-ing)?
WasIworking?
Were
Were
Were
we
she and I
my friends and I
working?
working?
working?
Wereyouworking?
Were
Were
Were
they
the men
my friends
working?
working?
working?
Was
Was
Was
Was
Was
he
she
it
Nancy
the man
working?
working?
working?
working?
working?
C. Kalimat Negatif / penyangkalan.
Subject + was not (wasn't) / were not (weren't) + verb-ing
SubjectAuxiliary verb BE + NOTMain verb (verb-ing)
Iwas not (wasn't)working.
We
She and I
My friends and I
were not (weren't)
were not (weren't)
were not (weren't)
working.
working.
working.
Youwere not (weren't)working.
They
The men
My friends
were not (weren't)
were not (weren't)
were not (weren't)
working.
working.
working.
He
She
It
Nancy
The man
was not (wasn't)
was not (wasn't)
was not (wasn't)
was not (wasn't)
was not (wasn't)
working.
working.
working.
working.
working.
II. Penggunaan Past Continuous tense.
Past Continuous tense pada umumnya digunakan untuk tujuan-tujuan berikut ini:
  1. Membicarakan kegiatan / peristiwa yang sedang terjadi pada waktu tertentu di masa lampau. Kegiatan / peristiwa tersebut dimulai sebelum waktu itu, dan saat itu masih sedang terjadi dan belum berakhir.
    Contoh kalimat:
    • At ten o'clock, Nancy was working out. She wasn't cooking. She started cooking at nine, and finished at eleven.
    • Yesterday I watched a movie on the internet. The movie started at 7 pm and finished at 9 pm. At 8 pm yesterday, I was watching the movie.
    Past Continuous tense illustration
  2. Dalam bercerita, past continuous tense umumnya digunakan untuk menggambarkan situasi yang menjadi latar belakang sebuah adegan. Cerita tersebut seringkali dimulai dengan past continuous tense untuk menggambarkan peristiwa yang menjadi latar belakang, lalu dilanjutkan dengan kalimat dalam simple past tense untuk menceritakan adegan yang terjadi.
    Contoh:
    "The farmer and his wife were working in their farm. The sun was shining. The wind was blowing gently. The birds were chirping on the trees around the farm. Suddenly, they heard a loud explosion from the barn."
  3. Past continuous tense sering digunakan bersama simple past tense dengan kata penghubung "when" atau "while" untuk 2 (dua) peristiwa/kegiatan yang terjadi pada waktu yang bersamaan di masa lampau. Past continuous tense digunakan untuk peristiwa/kegiatan yang sedang berlangsung saat peristiwa/kegiatan lainnya terjadi (biasanya menggunakan bentuk simple past tense). Jadi past continuous membicarakan peristiwa/kegiatan yang lebih lama, sedangkan simple past tense membicarakan peristiwa yang tiba-tiba terjadi pada saat itu.

    Pada contoh kalimat di bawah ini, ada 2 (dua) peristiwa/kegiatan yang sedang dibicarakan.

    1. Kegiatan yang lebih lama (she was watching a movie at 8 pm), menggunakan bentuk past continuous tense.
    2. Peristiwa yang tiba-tiba terjadi (the door opened), menggunakan bentuk simple past tense.
    Kedua peristiwa/kegiatan tersebut bisa diungkapkan dalam satu kalimat dengan menggunakan kata hubung "when" (untuk peristiwa yang tiba-tiba terjadi) atau "while" (untuk kegiatan yang lebih lama). Contoh-contoh kalimat di bawah ini menggunakan 4 (empat) kombinasi yang berbeda:
    • She was watching a movie when the door opened.
    • When the door opened, she was watching a movie.
    • While she was watching a movie, the door opened.
    • The door opened while she was watching a movie.
    Catat bahwa "when the door opened" juga merupakan keterangan waktu.
  4. Past Continuous juga sering digunakan dengan "while" untuk membicarakan dua kegiatan / peristiwa yang sedang berlangsung secara bersamaan di waktu lampau. Kedua kegiatan / peristiwa tersebut berlangsung selama beberapa lama, dan keduanya menggunakan bentuk Past Continuous tense. Contoh:
    • While I was sunbathing, my friends were playing beach volleyball.
    • He was playing a video game while his sister was watching a movie.
    • The mechanic was repairing the car while Andy was curiously watching him.
  5. Past continuous seringkali digunakan bersama frase "I was wondering if you could/would…….., I was hoping, and I was thinking". Di sini, past continuous digunakan agar permintaan atau saran terdengar lebih halus dan sopan. Contoh:
    • I was wondering if you’d like to go out with me for dinner one evening.
    • I was hoping you would be able to come to my party.
  6. Past continuous digunakan untuk menggambarkan situasi yang sedang berubah. Contoh:
    • It was getting darker. The wind was rising.
    • Despite the headwinds created by the COVID-19, the economy was recovering.
  7. Pada kalimat tak langsung (indirect speech), past continuous digunakan untuk mengganti kata kerja berbentuk present continuous. Contoh:
    • Ann said, "I am still working."
      Ann said that she was still working.
  8. Sama halnya dengan present continuous, ada beberapa kata kerja (verbs) yang tidak biasa digunakan dalam bentuk past continuous.
  • Lihat How to Use Past Continuous Tense untuk mempelajari penggunaan Past Continuous Tense dalam versi bahasa Inggris.
  • Bagaimana membedakan penggunaan Simple Past Tense dengan Past Continuous tense? Pelajari selengkapnya DI SINI.
III. LATIHAN SOAL

A. Ubahlah kata kerja di dalam kurung ke dalam bentuk Past Continuous tense yang benar.
  1. John (work) in his office at 10 am this morning.
  2. When I walked past his house, he (mow) the lawn.
  3. The sun (shine) while the afternoon breeze (blow).
  4. The teacher (explain) his lesson when the fire alarm went off.
  5. Jane (practice) the piano at 8 pm last night.
  6. He (not joke) when he told the news.
  7. The children (not play) football at 4 pm this afternoon.
  8. What you (do) at 7 pm last night?
  9. What he (do) when you entered the room?
  10. Mom (cook) when Dad called her.
  11. We (work) in the garden when it started to rain.
  12. She left early because it (snow).
  13. They (visit) the museum at 10 am this morning.
  14. At 8 am yesterday morning, the students (do) their test.
  15. At that time, the moon (hide) behind the cloud.
B. Ubahlah kata kerja di dalam kurung ke dalam bentuk Past Continuous tense atau Simple Past tense.
  1. When the principal (appear) at the classroom door, some students (make) a presentation. They (talk) about cyberbullying while others (listen) attentively.
  2. At 8 am this morning, they (clean) the room. They (start) working at 7 and (finish) at about 10.
  3. The boys (practice) when David (call). He (say) that he was still at work.
Dapatkan soal latihan lebih lengkap lagi di Exercise: Contrasting The Simple Past With The Past Continuous
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