Professional Documents
Culture Documents
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Soal
1. Education includes both the teaching and learning of knowledge, proper conduct,
and technical competency. It thus focuses on the cultivation of skills, trades or
professions, as well as mental, moral, and aesthetic development. Formal
education consists of systematic instruction, teaching, and training by professional
teachers. This consists of the application of pedagogy and the development of
curricula.
Educational systems are established to provide education and training, often for
children and the young. A curriculum defines what students should know,
understand, and be able to do as the result of education. A teaching profession
delivers teaching which enables learning, and a system of policies, regulations,
examinations, structures, and funding enables teachers to teach to the best of their
abilities. Sometimes educational systems can be used to promote doctrines or
ideals as well as knowledge, which is known as social engineering. This can lead
to political abuse of the system, particularly in totalitarian states and governments.
Primary (or elementary) education consists of the first years of formal, structured
education. In general, primary education consists of six or seven years of
schooling starting at the age of 5 or 6, although this varies between, and
sometimes within, countries. Globally, around 70!% of primary-age children are
enrolled in primary education and this proportion is rising.
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A. Formal education
B. Varieties of Education
C. Curriculum development
D. Modern education system
E. Pedagogy transformation
2. Education includes both the teaching and learning of knowledge, proper conduct,
and technical competency. It thus focuses on the cultivation of skills, trades or
professions, as well as mental, moral, and aesthetic development. Formal
education consists of systematic instruction, teaching, and training by professional
teachers. This consists of the application of pedagogy and the development of
curricula.
Educational systems are established to provide education and training, often for
children and the young. A curriculum defines what students should know,
understand, and be able to do as the result of education. A teaching profession
delivers teaching which enables learning, and a system of policies, regulations,
examinations, structures, and funding enables teachers to teach to the best of their
abilities. Sometimes educational systems can be used to promote doctrines or
ideals as well as knowledge, which is known as social engineering. This can lead
to political abuse of the system, particularly in totalitarian states and governments.
Primary (or elementary) education consists of the first years of formal, structured
education. In general, primary education consists of six or seven years of
schooling starting at the age of 5 or 6, although this varies between, and
sometimes within, countries. Globally, around 70!% of primary-age children are
enrolled in primary education and this proportion is rising.
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A. Manner
B. Model
C. Control
D. Principle
E. Management
3. Education includes both the teaching and learning of knowledge, proper conduct,
and technical competency. It thus focuses on the cultivation of skills, trades or
professions, as well as mental, moral, and aesthetic development. Formal
education consists of systematic instruction, teaching, and training by professional
teachers. This consists of the application of pedagogy and the development of
curricula.
Educational systems are established to provide education and training, often for
children and the young. A curriculum defines what students should know,
understand, and be able to do as the result of education. A teaching profession
delivers teaching which enables learning, and a system of policies, regulations,
examinations, structures, and funding enables teachers to teach to the best of their
abilities. Sometimes educational systems can be used to promote doctrines or
ideals as well as knowledge, which is known as social engineering. This can lead
to political abuse of the system, particularly in totalitarian states and governments.
Primary (or elementary) education consists of the first years of formal, structured
education. In general, primary education consists of six or seven years of
schooling starting at the age of 5 or 6, although this varies between, and
sometimes within, countries. Globally, around 70!% of primary-age children are
enrolled in primary education and this proportion is rising.
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A. Social engineering
B. Higher education
C. Political abuse
D. Policy making
E. Primary education
4. Forests have the ability to regulate water systems, prevent erosion and flood, and
maintain soil fertility. The ability of forests is inseparable from the existence of
millions and even billions of trees in a forest area. Trees only store water for their
own needs, and the land saves water.
Billions of trees with their wide canopies will hold back rain. In this position, rain
water does not directly hit the soil surface, but will fall slowly through the leaves
and flow through the tree trunk. Then, the soil surface filled with tree trunks will
produce quite a lot of litter originating from organic materials in the forms of leaf
and dry twigs. Dramatically, littering is heading towards the decay process. The
organic materials are collected on the soil surface.
Litter blocks the water falling from the canopy so it does not directly hit the soil.
Litter also functions as a place to live for millions of organisms (e.g. worms). This
organism punctures the land as a home and place of life. This organism’s behavior
causes the soil surface to become loose and porous. When rain drops from the
canopy fall onto the litter, the water slowly flows to the soil surface. The loose and
porous top layer of soil will absorb the water and then the water will be stored in
the aquifer, the underground river.
The soil surface in the forest has high capacity to absorb rainwater. As a result,
most of the rainwater seeps into the soil; only a little becomes running water.
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Running water is the water that cannot be absorbed by the soil surface. This water
will go down to a lower area. If running water exceeds the carrying capacity of the
river, it can certainly cause flood. Most ofthe rainwater that falls in the forest area
will be absorbed by the soil and stored in the aquifer.
Furthermore, the water stored in the aquifer will come out regularly through
springs. From these springs, water flows through rivers that are mostly found in
the forest area. In addition, there is also underground water that comes out as a
spring in the resident wells.
A. Gradually
B. Naturally
C. Amazingly
D. Surprisingly
E. Simult
5. Forests have the ability to regulate water systems, prevent erosion and flood, and
maintain soil fertility. The ability of forests is inseparable from the existence of
millions and even billions of trees in a forest area. Trees only store water for their
own needs, and the land saves water.
Billions of trees with their wide canopies will hold back rain. In this position, rain
water does not directly hit the soil surface, but will fall slowly through the leaves
and flow through the tree trunk. Then, the soil surface filled with tree trunks will
produce quite a lot of litter originating from organic materials in the forms of leaf
and dry twigs. Dramatically, littering is heading towards the decay process. The
organic materials are collected on the soil surface.
Litter blocks the water falling from the canopy so it does not directly hit the soil.
Litter also functions as a place to live for millions of organisms (e.g. worms). This
organism punctures the land as a home and place of life. This organism’s behavior
causes the soil surface to become loose and porous. When rain drops from the
canopy fall onto the litter, the water slowly flows to the soil surface. The loose and
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porous top layer of soil will absorb the water and then the water will be stored in
the aquifer, the underground river.
The soil surface in the forest has high capacity to absorb rainwater. As a result,
most of the rainwater seeps into the soil; only a little becomes running water.
Running water is the water that cannot be absorbed by the soil surface. This water
will go down to a lower area. If running water exceeds the carrying capacity of the
river, it can certainly cause flood. Most ofthe rainwater that falls in the forest area
will be absorbed by the soil and stored in the aquifer.
Furthermore, the water stored in the aquifer will come out regularly through
springs. From these springs, water flows through rivers that are mostly found in
the forest area. In addition, there is also underground water that comes out as a
spring in the resident wells.
6. Forests have the ability to regulate water systems, prevent erosion and flood, and
maintain soil fertility. The ability of forests is inseparable from the existence of
millions and even billions of trees in a forest area. Trees only store water for their
own needs, and the land saves water.
Billions of trees with their wide canopies will hold back rain. In this position, rain
water does not directly hit the soil surface, but will fall slowly through the leaves
and flow through the tree trunk. Then, the soil surface filled with tree trunks will
produce quite a lot of litter originating from organic materials in the forms of leaf
and dry twigs. Dramatically, littering is heading towards the decay process. The
organic materials are collected on the soil surface.
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Litter blocks the water falling from the canopy so it does not directly hit the soil.
Litter also functions as a place to live for millions of organisms (e.g. worms). This
organism punctures the land as a home and place of life. This organism’s behavior
causes the soil surface to become loose and porous. When rain drops from the
canopy fall onto the litter, the water slowly flows to the soil surface. The loose and
porous top layer of soil will absorb the water and then the water will be stored in
the aquifer, the underground river.
The soil surface in the forest has high capacity to absorb rainwater. As a result,
most of the rainwater seeps into the soil; only a little becomes running water.
Running water is the water that cannot be absorbed by the soil surface. This water
will go down to a lower area. If running water exceeds the carrying capacity of the
river, it can certainly cause flood. Most ofthe rainwater that falls in the forest area
will be absorbed by the soil and stored in the aquifer.
Furthermore, the water stored in the aquifer will come out regularly through
springs. From these springs, water flows through rivers that are mostly found in
the forest area. In addition, there is also underground water that comes out as a
spring in the resident wells.
With the sentence “This organism’s behavior causes the soil surface to become to
become loose and porous.’ In paragraph 3, the writer intends to…
7. Forests have the ability to regulate water systems, prevent erosion and flood, and
maintain soil fertility. The ability of forests is inseparable from the existence of
millions and even billions of trees in a forest area. Trees only store water for their
own needs, and the land saves water.
Billions of trees with their wide canopies will hold back rain. In this position, rain
water does not directly hit the soil surface, but will fall slowly through the leaves
https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 7/25
14/10/22 11.36 ExportPrint_29_49
and flow through the tree trunk. Then, the soil surface filled with tree trunks will
produce quite a lot of litter originating from organic materials in the forms of leaf
and dry twigs. Dramatically, littering is heading towards the decay process. The
organic materials are collected on the soil surface.
Litter blocks the water falling from the canopy so it does not directly hit the soil.
Litter also functions as a place to live for millions of organisms (e.g. worms). This
organism punctures the land as a home and place of life. This organism’s behavior
causes the soil surface to become loose and porous. When rain drops from the
canopy fall onto the litter, the water slowly flows to the soil surface. The loose and
porous top layer of soil will absorb the water and then the water will be stored in
the aquifer, the underground river.
The soil surface in the forest has high capacity to absorb rainwater. As a result,
most of the rainwater seeps into the soil; only a little becomes running water.
Running water is the water that cannot be absorbed by the soil surface. This water
will go down to a lower area. If running water exceeds the carrying capacity of the
river, it can certainly cause flood. Most ofthe rainwater that falls in the forest area
will be absorbed by the soil and stored in the aquifer.
Furthermore, the water stored in the aquifer will come out regularly through
springs. From these springs, water flows through rivers that are mostly found in
the forest area. In addition, there is also underground water that comes out as a
spring in the resident wells.
8. The integration of technology and media can enhance early childhood practice.
Successful integration of technology and media into early childhood programs
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involves the use of resources such as computers and the internet in daily classroom
practices. True integration occurs when the use of technology and media becomes
routine and transparent — when the focus of a child or educator is on the activity
or exploration itself and not on the technology or media being used. Technology
integration has been successful when the use of technology and media supports
the goals of educators and programs for children provides children with digital
tools for learning and communicating and helps improve child outcomes.
As the lives of children, parents, families, and educators are infused with
technology and media, early childhood classrooms can benefit from the
possibilities of extending children’s learning through judicious use of these tools.
As part of the overall classroom plan, technology and interactive media should be
used in ways that support existing classroom developmental and educational goals
rather than in ways that distort or replace them. For example, drawing on a touch
screen can add to children’s graphic representational experiences; manipulating
colorful acetate shapes on a light table allows children to explore color and shape.
How does the first sentence relate to the other sentences in paragraph 1?
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D. The first sentence contains information that is the contrary to the information
technology and media that can be of benefits to young learners
E. The other sentences vaguely support part of the statement in the first
sentence
9. The integration of technology and media can enhance early childhood practice.
Successful integration of technology and media into early childhood programs
involves the use of resources such as computers and the internet in daily classroom
practices. True integration occurs when the use of technology and media becomes
routine and transparent — when the focus of a child or educator is on the activity
or exploration itself and not on the technology or media being used. Technology
integration has been successful when the use of technology and media supports
the goals of educators and programs for children provides children with digital
tools for learning and communicating and helps improve child outcomes.
As the lives of children, parents, families, and educators are infused with
technology and media, early childhood classrooms can benefit from the
possibilities of extending children’s learning through judicious use of these tools.
As part of the overall classroom plan, technology and interactive media should be
used in ways that support existing classroom developmental and educational goals
rather than in ways that distort or replace them. For example, drawing on a touch
screen can add to children’s graphic representational experiences; manipulating
colorful acetate shapes on a light table allows children to explore color and shape.
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14/10/22 11.36 ExportPrint_29_49
10. The integration of technology and media can enhance early childhood practice.
Successful integration of technology and media into early childhood programs
involves the use of resources such as computers and the internet in daily classroom
practices. True integration occurs when the use of technology and media becomes
routine and transparent — when the focus of a child or educator is on the activity
or exploration itself and not on the technology or media being used. Technology
integration has been successful when the use of technology and media supports
the goals of educators and programs for children provides children with digital
tools for learning and communicating and helps improve child outcomes.
As the lives of children, parents, families, and educators are infused with
technology and media, early childhood classrooms can benefit from the
possibilities of extending children’s learning through judicious use of these tools.
As part of the overall classroom plan, technology and interactive media should be
used in ways that support existing classroom developmental and educational goals
rather than in ways that distort or replace them. For example, drawing on a touch
screen can add to children’s graphic representational experiences; manipulating
colorful acetate shapes on a light table allows children to explore color and shape.
https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 11/25
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and caring adults to determine how best to leverage each new technology as an
opportunity for children’s learning in ways that are developmentally appropriate.
11. Many modern educational experts claim that teaching facts and academic skill is
less important than achieving other social objectives. For some liberals, the school
must first change attitudes or provide nurturing in place of failed families or help
establish equality and social justice. For some conservatives, the schools must first
prepare kids for the workplace by molding them into supple corporate citizens,
while other want the focus to be on family values, a competitive spirit, or other
social or behavioral objectives. But the idea of simply educating kids seems to
have taken a backseat to most educational expert and administrators. They miss
the point that kids with real academic skills, especially skills in reading, writing,
and mathematics, are more likely to overcome social barriers, more likely to have
genuine self – esteem , and likely to be genuinely prepared for the challenges of
life and the workplace. By emphasizing so many things besides a genuine,
classical education, the educational establishment tends to sell our kids short and
bring about many or the problems they claim to be solving.
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percentile level in reading test which is 50 points higher that the expected level for
similar at – risk schools.
What has made Wesley so successful? The answer is classical education in the
form of Direct Instruction curriculum design by Siegfried Engelmann, an example
of the much ridiculed “Sage – on the – stag” approach. The Direct Instruction
system boosts reading, writing, and math scores by 30 to 40 percentile points in at
– risk schools. Sadly, Engelmann like others who successfully challenge popular
fads in educational reform, has been rejected by much of the educational
establishment. His success is in embarrassment to them.
Which of the following best reflects the author’s opinion about schools
12. Many modern educational experts claim that teaching facts and academic skill is
less important than achieving other social objectives. For some liberals, the school
must first change attitudes or provide nurturing in place of failed families or help
establish equality and social justice. For some conservatives, the schools must first
prepare kids for the workplace by molding them into supple corporate citizens,
while other want the focus to be on family values, a competitive spirit, or other
social or behavioral objectives. But the idea of simply educating kids seems to
have taken a backseat to most educational expert and administrators. They miss
the point that kids with real academic skills, especially skills in reading, writing,
and mathematics, are more likely to overcome social barriers, more likely to have
genuine self – esteem , and likely to be genuinely prepared for the challenges of
life and the workplace. By emphasizing so many things besides a genuine,
classical education, the educational establishment tends to sell our kids short and
bring about many or the problems they claim to be solving.
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markers of a school bound for failure. Over 80!% of the students quality for
subsidized lunches, and nearly all are minorities (92!% black, 7!% Hispanic). Yet
it ranks among the best school of Houston, with first – graders placing at the 82nd
percentile level in reading test which is 50 points higher that the expected level for
similar at – risk schools.
What has made Wesley so successful? The answer is classical education in the
form of Direct Instruction curriculum design by Siegfried Engelmann, an example
of the much ridiculed “Sage – on the – stag” approach. The Direct Instruction
system boosts reading, writing, and math scores by 30 to 40 percentile points in at
– risk schools. Sadly, Engelmann like others who successfully challenge popular
fads in educational reform, has been rejected by much of the educational
establishment. His success is in embarrassment to them.
13. Many modern educational experts claim that teaching facts and academic skill is
less important than achieving other social objectives. For some liberals, the school
must first change attitudes or provide nurturing in place of failed families or help
establish equality and social justice. For some conservatives, the schools must first
prepare kids for the workplace by molding them into supple corporate citizens,
while other want the focus to be on family values, a competitive spirit, or other
social or behavioral objectives. But the idea of simply educating kids seems to
have taken a backseat to most educational expert and administrators. They miss
the point that kids with real academic skills, especially skills in reading, writing,
and mathematics, are more likely to overcome social barriers, more likely to have
genuine self – esteem , and likely to be genuinely prepared for the challenges of
life and the workplace. By emphasizing so many things besides a genuine,
classical education, the educational establishment tends to sell our kids short and
bring about many or the problems they claim to be solving.
https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 14/25
14/10/22 11.36 ExportPrint_29_49
What has made Wesley so successful? The answer is classical education in the
form of Direct Instruction curriculum design by Siegfried Engelmann, an example
of the much ridiculed “Sage – on the – stag” approach. The Direct Instruction
system boosts reading, writing, and math scores by 30 to 40 percentile points in at
– risk schools. Sadly, Engelmann like others who successfully challenge popular
fads in educational reform, has been rejected by much of the educational
establishment. His success is in embarrassment to them.
14. Many modern educational experts claim that teaching facts and academic skill is
less important than achieving other social objectives. For some liberals, the school
must first change attitudes or provide nurturing in place of failed families or help
establish equality and social justice. For some conservatives, the schools must first
prepare kids for the workplace by molding them into supple corporate citizens,
while other want the focus to be on family values, a competitive spirit, or other
social or behavioral objectives. But the idea of simply educating kids seems to
have taken a backseat to most educational expert and administrators. They miss
the point that kids with real academic skills, especially skills in reading, writing,
and mathematics, are more likely to overcome social barriers, more likely to have
genuine self – esteem , and likely to be genuinely prepared for the challenges of
life and the workplace. By emphasizing so many things besides a genuine,
https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 15/25
14/10/22 11.36 ExportPrint_29_49
classical education, the educational establishment tends to sell our kids short and
bring about many or the problems they claim to be solving.
What has made Wesley so successful? The answer is classical education in the
form of Direct Instruction curriculum design by Siegfried Engelmann, an example
of the much ridiculed “Sage – on the – stag” approach. The Direct Instruction
system boosts reading, writing, and math scores by 30 to 40 percentile points in at
– risk schools. Sadly, Engelmann like others who successfully challenge popular
fads in educational reform, has been rejected by much of the educational
establishment. His success is in embarrassment to them.
In writing the text, the writer’s tone could be best described as…
A. Conservative
B. Informative
C. Persuasive
D. Descriptive
E. Evaluative
15. Many modern educational experts claim that teaching facts and academic skill is
less important than achieving other social objectives. For some liberals, the school
must first change attitudes or provide nurturing in place of failed families or help
establish equality and social justice. For some conservatives, the schools must first
prepare kids for the workplace by molding them into supple corporate citizens,
while other want the focus to be on family values, a competitive spirit, or other
social or behavioral objectives. But the idea of simply educating kids seems to
have taken a backseat to most educational expert and administrators. They miss
the point that kids with real academic skills, especially skills in reading, writing,
https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 16/25
14/10/22 11.36 ExportPrint_29_49
and mathematics, are more likely to overcome social barriers, more likely to have
genuine self – esteem , and likely to be genuinely prepared for the challenges of
life and the workplace. By emphasizing so many things besides a genuine,
classical education, the educational establishment tends to sell our kids short and
bring about many or the problems they claim to be solving.
What has made Wesley so successful? The answer is classical education in the
form of Direct Instruction curriculum design by Siegfried Engelmann, an example
of the much ridiculed “Sage – on the – stag” approach. The Direct Instruction
system boosts reading, writing, and math scores by 30 to 40 percentile points in at
– risk schools. Sadly, Engelmann like others who successfully challenge popular
fads in educational reform, has been rejected by much of the educational
establishment. His success is in embarrassment to them.
Given that the baseline score in reading is 23 percentile points, which of the
following most likely reflects the maximum impact of Direct Instruction on the
students learning achievement in Wesley Elementary School
A. 45
B. 53
C. 63
D. 85
E. 95
16. Scientist are as obsessed with the question of why the super old survive and thrive
as Ponce de Leon was to find the Fountain of Youth. They want to understand
why the Japanese islands of Okinawa are home to the world’s largest population
of centenarians, with almost 60 or its 1,3 million inhabitants living into their
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second century – many of them active and looking decades younger than their
actual years. Like weekend visitors on the summer ferry to Martha’s vineyard,
scientists and sociologists block the boats to Sardinia and Nova Scotia, Canada, to
see why those craggy locales hide vast clusters of the superoid.
It is pretty obvious even non – scientists that how you get their depends partly on
the genes you are born with and partly on lifestyle – what and how much you eat,
where you live and what types of stress and trauma you experience. How much
depends on each factor, through, was unknown until Swedish scientists tackled the
problem in 1998. They did it by looking at the only set of people who share genes
but not lifestyle : identical twins who were separated at birth and reared apart. If
genes were most important, you would expect the twins to die at about the same
age. In fact, they do not, and the average difference convinced the scientists that
only about 20!% to 30!% of how long we live is genetically deter-minded. The
dominant factor is lifestyle.
17. Scientist are as obsessed with the question of why the super old survive and thrive
as Ponce de Leon was to find the Fountain of Youth. They want to understand
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why the Japanese islands of Okinawa are home to the world’s largest population
of centenarians, with almost 60 or its 1,3 million inhabitants living into their
second century – many of them active and looking decades younger than their
actual years. Like weekend visitors on the summer ferry to Martha’s vineyard,
scientists and sociologists block the boats to Sardinia and Nova Scotia, Canada, to
see why those craggy locales hide vast clusters of the superoid.
It is pretty obvious even non – scientists that how you get their depends partly on
the genes you are born with and partly on lifestyle – what and how much you eat,
where you live and what types of stress and trauma you experience. How much
depends on each factor, through, was unknown until Swedish scientists tackled the
problem in 1998. They did it by looking at the only set of people who share genes
but not lifestyle : identical twins who were separated at birth and reared apart. If
genes were most important, you would expect the twins to die at about the same
age. In fact, they do not, and the average difference convinced the scientists that
only about 20!% to 30!% of how long we live is genetically deter-minded. The
dominant factor is lifestyle.
https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 19/25
14/10/22 11.36 ExportPrint_29_49
18. Scientist are as obsessed with the question of why the super old survive and thrive
as Ponce de Leon was to find the Fountain of Youth. They want to understand
why the Japanese islands of Okinawa are home to the world’s largest population
of centenarians, with almost 60 or its 1,3 million inhabitants living into their
second century – many of them active and looking decades younger than their
actual years. Like weekend visitors on the summer ferry to Martha’s vineyard,
scientists and sociologists block the boats to Sardinia and Nova Scotia, Canada, to
see why those craggy locales hide vast clusters of the superoid.
It is pretty obvious even non – scientists that how you get their depends partly on
the genes you are born with and partly on lifestyle – what and how much you eat,
where you live and what types of stress and trauma you experience. How much
depends on each factor, through, was unknown until Swedish scientists tackled the
problem in 1998. They did it by looking at the only set of people who share genes
but not lifestyle : identical twins who were separated at birth and reared apart. If
genes were most important, you would expect the twins to die at about the same
age. In fact, they do not, and the average difference convinced the scientists that
only about 20!% to 30!% of how long we live is genetically deter-minded. The
dominant factor is lifestyle.
https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 20/25
14/10/22 11.36 ExportPrint_29_49
19. Scientist are as obsessed with the question of why the super old survive and thrive
as Ponce de Leon was to find the Fountain of Youth. They want to understand
why the Japanese islands of Okinawa are home to the world’s largest population
of centenarians, with almost 60 or its 1,3 million inhabitants living into their
second century – many of them active and looking decades younger than their
actual years. Like weekend visitors on the summer ferry to Martha’s vineyard,
scientists and sociologists block the boats to Sardinia and Nova Scotia, Canada, to
see why those craggy locales hide vast clusters of the superoid.
It is pretty obvious even non – scientists that how you get their depends partly on
the genes you are born with and partly on lifestyle – what and how much you eat,
where you live and what types of stress and trauma you experience. How much
depends on each factor, through, was unknown until Swedish scientists tackled the
problem in 1998. They did it by looking at the only set of people who share genes
but not lifestyle : identical twins who were separated at birth and reared apart. If
genes were most important, you would expect the twins to die at about the same
age. In fact, they do not, and the average difference convinced the scientists that
only about 20!% to 30!% of how long we live is genetically deter-minded. The
dominant factor is lifestyle.
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20. Scientist are as obsessed with the question of why the super old survive and thrive
as Ponce de Leon was to find the Fountain of Youth. They want to understand
why the Japanese islands of Okinawa are home to the world’s largest population
of centenarians, with almost 60 or its 1,3 million inhabitants living into their
second century – many of them active and looking decades younger than their
actual years. Like weekend visitors on the summer ferry to Martha’s vineyard,
scientists and sociologists block the boats to Sardinia and Nova Scotia, Canada, to
see why those craggy locales hide vast clusters of the superoid.
It is pretty obvious even non – scientists that how you get their depends partly on
the genes you are born with and partly on lifestyle – what and how much you eat,
where you live and what types of stress and trauma you experience. How much
depends on each factor, through, was unknown until Swedish scientists tackled the
problem in 1998. They did it by looking at the only set of people who share genes
but not lifestyle : identical twins who were separated at birth and reared apart. If
genes were most important, you would expect the twins to die at about the same
age. In fact, they do not, and the average difference convinced the scientists that
only about 20!% to 30!% of how long we live is genetically deter-minded. The
dominant factor is lifestyle.
Which of the following best expresses the main idea of the text?
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Pembahasan
1. Untuk mencari topic dari sebuah teks maka membaca paragraph 1 dan paragraph
terakhir
5. Main Idea dapat ditemukan pada paragraph 1 kalimat awal dan akhir, dan
paragraph terakhir kalimat awal dan kalimat akhir
6. Pada paragraph 3 kalimat sebelumnya menjelaskan bahwa When rain drops from
the canopy fall onto the litter, the water slowly flows to the soil surface. Kalimat ini
menjelaskan bagaimana terjadinya bagaimana terjadinya erosi
7. Motivasi penulis menulis teks ini yaitu berawal dari kesalahan informasi tentang
konsep pohon yang dapat menyimpan air
10. Asumsi = dugaan awal, asumsi penulis dapat ditemukan pada paragaraph 1 baris 6
-8
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11. Dari kutipan ‘They miss the point that kids with real academic skills, especially
skills in reading, riting, and mathematics, are more likely to overcome social
barriers, bisa diketahui bahwa penulis cenderung menganggap academic skills
lebih penting dari pada social skills
12. Paragraph 2 pada intinya menampilkan studi kasus di Wesley Elementary School
(dimana di dalamnya diajarkan acadmic skills dan sekolah tersebut sama sekali
bukan sekolah favorit) yang prestasinya ternyata melampaui sekolah terbaik yang
ada di Houston. Maka paragraph kedua sifatnya lebih menampilkan contoh ril
dibandingkan opini/teori
14. Gaya penjabaran penulis dalam teks tersebut cenderung evaluative. Dimana inti
paragraph 1 = menampilkan opini dalam asyarakat bahwa social skills lebih
penting disbanding academic skills, paragraph ke -2 = contoh studi kasus yang
mematahkan opini bahwa academic skills kurang penting, paragraph ke -2 = bukti
dan kesimpulan bahwa academic skills mengangkat prestasi siswa
15. Rentang percentile point ditetapkan berdasarkan teks adalah antara 30-40, ini
sesuai dengan kutipan ‘….The Direct Instruction system boosts reading, writing,
and math scores by 30 to 40 percentile point…’ Boost = mengangkat/menambah.
Jadi percentile point tertinggi disini adalah 40, maka bila baseline score – nya 23,
maka nilai maksimumnya 23 +40=63
16. Topik biasanya disebutkan berulang – ulang pada bacaan. Dari paragraph pertama
terdapat kutipan ‘They want to understand why the Japanese Islands of Okinawa
are home to the world’s largest population of centenarians,…’ Poin ‘centenarian’
ini dibahas terus pada paragraph – paragraph selanjutnya. Centenarian = orang
berumur seratus tahun.
17. Dari kesimpulan di akhir teks, yakni ‘….only about 20!% to 30!% of how long we
live is genetically determined. The dominant factor is lifestyle”, maka kita tahu
bahwa orang bisa berumur panjang bila gaya hidupnya baik/sehat.
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18. Pada paragraph ketiga, terdapat kutipan ‘…what and how much you eat, where
you live and what types of stress you experience.’ Selanjutnya penulis
melanjutkan dengan satu temuan studi dan diakhiri dengan suatu kesimpulan di
akhir paragraph. Maka, jawaban yang tepat adalah tiga pertanyaan diikuti oleh
satu temuan studi.
19. Pada paragraph ketiga, terdapat kutipan ‘…what and how much you eat, where
you live and what types of stress you experience.’ Selanjutnya penulis
melanjutkan dengan satu temuan studi dan diakhiri dengan suatu kesimpulan di
akhir paragraph. Maka, jawaban yang tepat adalah tiga pertanyaan diikuti oleh
satu temuan studi.
20. Dari kesimpulan yang terdapat di akhir teks ‘…. Only about 20!% to 30!% of how
long we live is genetically determined. The dominant factor is lifestyle’. Maka
dapat diketahui bahwa ada 2 unsur (yakni gen dan gaya hidup) yang menentukan
panjangnya umur seseorang.
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