TAMBAHAN UTBK : DISKUSI

The end of the nineteenth century and the early years of the twentieth century were marked by the development
of an international Art Nouveau style, characterized by sinuous lines, floral and vegetable motifs, and soil
evanescent colouration. The Art Nouveau style was an eclectic one, bringing together elements of Japanese art,
motifs of ancient cultures and natural forms. The glass objects of this style were elegant in outline, although
often deliberately distorted, with pale or iridescent surfaces.ba favoured device of this style was to imitate the
iridescent surface seen on ancient glass that had been buried. Much of the Art Nouveau glass produced during
the years of its greatest popularity had been generically termed “art glass”. Art glass was intended for decorative
purposes and relied for its effects on carefully chosen colour combinations and innovative techniques.

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France produced a number of outstanding exponents of the Art Nouveau style, among the most
celebrated of whom was Emile Gale (1846-1904). In the United States, Louis Comfort Tiffany (1843-1933) was
the most noted exponent of this style, producing a great variety of glass forms and surfaces, which were widely
covered in their time and are highly prized today. Tiffany was a brilliant designer, successfully combining
Ancient Egyptian, Japanese and Persian motifs.

​The Art Nouveau style was a major force in the decorative arts frokn1895 until 1915, although its
influence continued throughout the mid 1920’s. it was eventually to be overtaken by a new school of thought
known as Functionalism that had been present since the turn of the century. At first restricted to a small avant-
garde group of architects and designers. Functionalism emerged as the dominant influence upon designers
altering the First World War. The basic tenet of the movement— that function should determine form—was not
a new concept. Soon a distinct code evolved; surfaces plain, and any ornament should be based on geometric
relationships. This new concept, coupled with the sharp post war reactions to the styles and conventions of the
preceding decades, created an entirely new public taste which caused Art Nouveau types of a glass to fall out of
favour. The new taste demanded dramatic effects of contrast, stark outline and complex textural surfaces.

1. What is the main purpose of paragraph 2?

(A) To compare different Art Nouveau styles
(B) To give examples of famous Art Nouveau artists
(C) To explain why Art Nouveau glass was so popular in the United States
(D) To show the impact of Art Nouveau had on other cultures around the world
(E) To describe how to make Art Nouveau styles
2. Who is most likely interested in reading this passage?
(A) Actresses
(B) Scientists
(C) Governments
(D) Applied artists
(E) Historians
3. What does the author mean by stating that “function should determine form” in paragraph 3?
(A) A useful object should not be attractive
(B) The creation of an object should be wise
(C) The design of an abject is considered more significant than its function
(D) The form of an object should not include decorative elements
(E) The purpose of an object should influence its form
4. According to the passage, one reason that functionalism became popular was that it ….
(A) Clearly distinguished between art and design
(B) Appealed to people who liked painted designs
(C) Reflected a common desire to break from the past
(D) Was easily interpreted by the general public
(E) Demanded dramatic effects of contrasts, stark outline, and complex textural surfaces
5. The word “tenet” in line 20 means ….
(A) principal
(B) principle
(C) invincible
 (D) visible
(E) credible
new research out of Notre Dame is digging into why social media isn’t always good for us, especially if
you’re young and female. Working as an educator, Carmen Papaluca observed a worrying trend with her
students. In particular, social media was having a significantly negative impacts on her students’ mental health.
For anyone who is a regular user of social media which is most of us these days, this won’t come as a
surprise. With everyone sharing their “highlight reels, Caren observed, young women find it particularly hard to
see their own lives or even their own bodies as good enough. Wanting to understand more about the issue and
what could be done, Carmen began a Ph. D at the University of Notre Dame. The focus of her research is
Instagram use among young women aged 15 t0 25.
One of the key findings of her work so far is that younger female Instagram users in her study, late
teens and early twenties, found that images on the app made them feel most badly about their bodies. However,
women who were slightly older (mid-20s) felt inadequacy around their work and lifestyle. In comparison to the
images of the apparently fabulous social lives and careers of others on Instagram, they felt that their own lives
“lacked meaning”.
The blame of the perceived problems with new technologies get put entirely on those new technologies
but if we want to find a real solution to these problems, we have to dig it a bit deeper. In other words, it is not
the Instagram that is the problem. It is a social pressure put on young women that have been part of our culture
for many years that are now becoming amplified by social media.

6. What is the main idea of the passage?

(A) Technology merely bears bad sides in human’s social life
(B) How social media destruct females’ life
(C) Social media impacts negatively on young women’s mental health
(D) The use of social media apparently decreases people’s standard of behaviour
(E) A study about the relationship between social media impact and students’ achievement
7. In which paragraph does the writer discuss that images of certain social media imposes one’s bad
feeling about her physical appearance?

(A) 1
(B) 2
(C) 1 and 2
(D) 1 and 4
(E) 2 and 3
8. To whom is the text likely intended?
(A) Teachers who teach science
(B) Working moms who have baby sitters
(C) Students who actively engage using social media
(D) Adolescents who learn about applied technology
(E) Social media experts who conduct researches on social media
9. “In particular, social media was having a significant negative impact on her students’ mental health.”
What is possibly the author’s motive in the sentence?

(A) The information about Instagram’s impacts isn’t available

(B) The use of social media is in a level of endangering young female’s mental health
(C) Not many people are interested in using Instagram and other social media
(D) There is misconception from researchers and social media users on Instagram’s bad impacts
(E) People’s awareness about social media use has negatively impacted female’s mental health
10. The word “amplified” in the last sentence of the passage is closest in meaning to ….
(A) clarified
(B) satisfied
(C) classified
(D) identified
(E) magnified
The San Andreas Fault is a fracture at the congruence of two major plates of the earth’s crust, one of
which supports most of the north American continent, and the other of which underlies the coast of
California and the ocean floor of the Pacific. The fault originates about 600 miles from the Gulf of
California and runs north in an irregular line along the west coast of San Francisco, where it continues
north for about two hundred more miles before angling into the ocean. Its western side always moves
north in relation to its eastern side. Although the movement along the fault averages only a few inches
 a year, it is intermittent and variable. Some segments of the fault do not move at all for long periods of
time, building up tremendous pressure that must be released. For the reason, tremors are not unusual
along the San Andreas Fault, and some of them are classified as major earthquakes.

11. What is the author’s main purpose in the passage?

(A) To describe the San Andreas Fault
(B) To give a definition of a fault
(C) To explain the reasons for tremors and earthquakes
(D) To classify different kinds of faults
(E) To inform the characteristics of the fault movement each year
12. Which of the following words best describes the San Andreas Fault?
(A) Straight
(B) Deep
(C) Wide
(D) Uneven
(E) Equal
13. Where does the fault lie?
(A) East of the Gulf of California
(B) West of the Gulf of California
(C) North of the Gulf of California
(D) South of the Gulf of California
(E) Southeast of the Gulf of California
14. In which direction does the western side of the fault move?
(A) West
(B) East
(C) North
(D) South
(E) Southeast
15. The word “intermittent” in line 7 could be best replaced by which of the following?
(A) Dangerous
(B) Predictable
(C) Uncommon
(D) Occasional
(E) Frequent
When a big earthquake hits, it can be devastating—entire cities can be levelled, not to mention the loss
of human lives. So, what is going on when ground starts shaking beneath our feet? To find out we need to go
deep underground. At the centre of our planet – around 5,000 to 6,000 kilometres beneath the surface—is an
extremely hot, solid core, made mostly of iron and deposable nickel surrounded by a molten outer core (also
thought to be made of mostly iron and some nickel.
But unlike a smooth egg shell that you may imagine, the Earth’s crust is not a single, unbroken layer.
Rather, it’s made of sections called tectonic plates that sit on top of the slowly flowing and moving mantle.
These plates do not stay still: overtime, they migrate around the planet, sometimes each other, or pushing into
each other to build mountain ranges. In other places where plates are moving towards each other, one plate is
forced underneath another plate. The results are known as subduction zones, and the world’s largest earthquakes
occur in these regions.
With all this dynamic movements constantly taking place over the planet, big plates of rock moving
around and bumping against each other, it’s no wonder that sometimes it gets a little unstable. As the plates
move relative to each other, huge amounts of stress can build up over long periods of time. Eventually there
comes a point when all the accumulated stress is suddenly released; rocks break and huge sections of crust are
cracked and displaced. These movements result in waves called seismic waves that radiate out in all directions.
The waves travel into te interior of the planet and towards Earth’s surface. All this activity takes place deep
within Earth, making it difficult to monitor and, therefore, difficult to predict when a future earthquake might
occur.

16. The passage mainly talks about ….

(A) The destructive impact of earthquake to the loss of human’s properties
(B) The continuous moving of tectonic plates which endangers human civilization
 (C) The ever-moving earth crusts leading to the occurrence of natural disasters
(D) The occurrence of earthquake triggered by the movement of tectonic plates
(E) The constant movement of seismic waves causing destructive earthquakes
17. “With all this dynamic movement constantly taking place all over the planet, …”. The phrase
dynamic movement can be replaced by ….

(A) Continuous change

(B) Gradual switch
(C) Active motion
(D) Regular mobility
(E) Viable succession
18. The paragraph following the passage will likely contain information about ….
(A) how earthquakes become predictable because of the seismic waves
(B) scientist’ efforts to make future earthquakes become predictable through some research
(C) the difficulty of monitoring future earthquakes because of volcanic eruptions
(D) people’s sufferings due to the intensive occurrence of earthquakes
(E) future prediction of earthquake will be easily done owing to sophisticated technology
19. from the last paragraph we can conclude that ….
(A) people’s activities accelerate the existence of tectonic earthquake
(B) earthquake happens due to the inability of plates to hold the accumulated stress
(C) seismic tides cause the movement of plates leading to the birth of tsunami
(D) scientists’ inability of conducting some research induces the unpredictability of earthquake
occurrence
(E) since the plates move constantly towards each other, huge amount of stress can build up which
at length leads to seismic waves

20. The text organization is ….

(A) persuading
(B) illustrating
(C) exemplifying
(D) exposing
(E) contradicting