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Contoh Soal Bahasa Inggris SBMPTN 2013 + Jawaban II

Contoh Soal Bahasa Inggris SBMPTN 2013 + Jawaban II

Tahun 2013 ini untuk masuk diperguruan tinggi negeri tidak lagi diadakan jalur SNMPTN yang melalui tes tertulis seperti tahun 2012. Melainkan hanya jalur SNMPTN Prestasi. Untuk seleksi masuk perguruan tinggi melalui jalur tertilis pun sudah terbagi yaitu SBMPTN dan SPMB-PTAIN. SBMPTN digunakan sebagi jalur masuk Perguruan Tinggi Negeri (PTN) secara umum, sementara SPMB-PTAIN itu mengarah ke Universitas Islam Negeri di seluruh Indonesia yang diadakan oleh pihak Kementrian Agama (Kemenag).

Untuk contoh soal bahasa Inggris di SBMPTN 2013, kami prediksi merupakan bentuk soal dari SNMPTN tahun sebelumnya. Olehnya di bawah ini kami menyediakan soal SNMPTN 2012 beserta kunci jawaban. Semoga teks di bawah membantu siswa-siswa kalian menjawab soal SBMPTN tahun 2013 nantinya lebih mudah.

Bacalah teks berikut untuk menjawab soal nomor 1 sampai dengan nomor 5! 

Everyone likes to group thimngs. Language students group word as verbs, nouns and so on; collections of words are classified as phrases, or clauses, or sentences, and these again are reclassified according to their function. In the same way, botanistsw classify plants as algae, or fungi, or gymnosperms, etc. Zoologysts classify animals as vertrebrates and investibrates. The vetrebrates can be further classified as mammals, reptiler, birds, fish, etc. Classification enables us to keep hold of more information and, if it is based on the right data, enables us to understand better the ideas we are studying.

Chemists are no exception. The chemical classification of materials, if it is based on a good system, should enable us to understand better the many substances which exist in our word. What is to be the basis of our classification? Perhaps the most obvious one is appearance. Materials could be classified as solid, liquid or gas with some mixed types as, for example, mud being solid/liquid material and steam a liquid/gas material. Appearance could enable us to subdivide our main classification groups a little further; the solid may be green, or black, powdery or crystalline; the liquid may be colored, oily, thick, or free flowing; the gas may be colored. However, we soon realize that many probably quite different materials have the same appearance. Both air and the deadly carbon-monoxide gas, are colorless, odorless gases, but we would not like to group them as the same thing. Many different liquids are colorless, water-like materials.

1. The examples provided in paragraph 2 clarify that ... .
A. many kinds of liquid should be grouped as one
B. different kinds of gas can be colorless and odorless.
C. Materials in chemistry should be classified differently
D. Chemistry materials have more complicated classification.
E. Taxonomy can be made and applied further to other areas.

2. Paragraph 2 exemplifies the idea about classification that ... .
A. chemicals may be solid, liquid, and gaseous.
B. Appearance is not a useful basis in chemistry.
C. The use of colors is better than that of appearance.
D. Both colors and appearance should be considered
E. Colors should be included for identifying appearance.

3. The sentences “Chemist are no exception” (paragraph 2 line 1) colud possibly be restated as ... .
A. chemical materials can also be put into classification.
B. Classification of chemical materials is without exception.
C. Chemists may also classify materials using certain criteria.
D. When appearance is the basis, chemist are not involved.
E. In material classification, chemicals should not be included.

4. The paragraph following the passage most likely deals with the classification of ... .
A. flora and fauna
B. human sounds
C. liquids and gases
D. human behaviors
E. words and phrases.

5. How does the author organize the ideas ?
A. Putting the main idea with examples.
B. Presenting causes followed by effects
C. Interpreting different ways of classifying
D. Presenting the strengths ways of classifying
E. Exposing supporting details chronologically
Muhammad Ahkam Arifin
Muhammad Ahkam Arifin Muhammad Ahkam Arifin is a Fulbright PhD student at Washington State University, US. He earned a master`s degree in TESOL from the University of Edinburgh & Applied Linguistics from the University of Melbourne.

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