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PPU BAHASA INGGRIS 1

Utbk 2021
Twitter and Instagram @samdhueradane

The following text is for question 1 to 5.

Text 1.
The COVID-19 pandemic has spread with alarming speed, infecting millions
and bringing economic activity to a near-standstill as countries imposed tight
restrictions on movement to halt the spread of the virus. As the health and human
toll grows, the economic damage is already evident and represents the largest
economic shock the world has experienced in decades.
The June 2020 Global Economic Prospects describes both the immediate and
near-term outlook for the impact of the pandemic and the long-term damage it has
dealt to prospects for growth. The baseline forecast envisions a 5.2 percent
contraction in global GDP in 2020, using market exchange rate weights-the deepest
global recession in decades, despite the extraordinary efforts of governments to
counter the downturn with fiscal and monetary policy support. Over the longer
horizon, the deep recessions triggered by the pandemic are expected to leave
lasting scars through lower investment, an erosion of human capital through lost
work and schooling, and fragmentation of global trade and supply linkages.
The crisis highlights the need for urgent action to cushion the pandemic's
health and economic consequences, protect vulnerable populations, and set the
stage for a lasting recovery. The pandemic is expected to plunge most countries
into recession in 2020, with per capita income contracting in the largest fraction
of countries globally since 1870. Advanced economies are projected to shrink 7
percent. That weakness will spill over to the outlook for emerging market and
developing economies, who are forecast to contract by 2.5 percent as they cope
with their own domestic outbreaks of the virus. This would represent the weakest
showing by this group of economies in at least sixty years.
Emerging market and developing economies will be buffeted by economic
headwinds from multiple quarters: pressure on weak health care systems, loss of
trade and tourism, dwindling remittances, subdued capital flows, and tight financial
conditions amid mounting debt. Exporters of energy or industrial commodities will

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be particularly hard hit. The pandemic and efforts to contain it have triggered an
unprecedented collapse in oil demand and a crash in oil prices.
Efforts to contain COVID-19 in emerging and developing economies, including
low-income economies with limited health care capacity, could precipitate deeper
and longer recessionsexacerbating a multi-decade trend of slowing potential growth
and productivity growth. Many emerging and developing economies were already
experiencing weaker growth before this crisis; the shock of COVID-19 now makes
the challenges these economies face even harder.
Adapted from : https://www.worldbank.org/en/news/feature /2020/06/08/the-
global-economic-outlook -during-the-covid-19-pandemic-a-changed -world
1. The word restrictions in paragraph 1 could best be replaced by
(A) enlargements.
(B) enrollments.
(C) expansions.
(D) limitations.
(E) eradications.

2. What is the main information given in the passage?

(A) The role of economics in halting the spread of Covid-19.
(B) Some economics speed regulations to overcome the tiggers of Covid-19.
(C) The impacts of Covid-19 to the economics development around the world.
(D) The great recessions faced by Americans lead to the decrease of tourism
activities. (E) The efforts made to alleviate the impacts of Covid-19 in economics
sector.

3. What is the author's motive in writing the passage?

(A) To explain the world recovering process related to the economic recessions.
(B) To classify some economics aspects that related to the spread of Covid-19.
(C) To describe how the world suffers from the great recession because of Covid-
19.
(D) To show some impacts of Covid-19 towards the development of economics
worldwide.
(E) To argue the best solution to overcome the impacts of Covid-19 towards tourism
and health sectors.

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4. Which of the following statements is TRUE?

(A) The economics recessions couldn't threaten many sectors of live
(B) Crucial actions are needed to cushion the pandemic's health and economic
effects, population, and recovery process.
(C) The pandemic is expected to plunge most countries into recession in 2020 until
2030.
(D) The deep recessions triggered by the poverty are expected to leave lasting scars
through lower investment.
(E) Every country will gain benefit from the increase of GDP by 5.2 % in 2020.

5. What is the author's attitude toward the passage?

(A) Objective.
(B) Persuassive.
(C) Skeptical.
(D) Doubtful.
(E) Concerned.

The following text is for question 6 to 10.

Text 2.
Viruses constantly change through mutation, and new variants of a virus are
expected to occur over time. Sometimes new variants emerge and disappear. Other
times, new variants emerge and persist. Multiple variants of the virus that causes
COVID-19 have been documented in the United States and globally during this
pandemic.
The virus that causes COVID-19 is a type of coronavirus, a large family of
viruses. Coronaviruses are named for the crown-like spikes on their surfaces.
Scientists monitor changes in the virus, including changes to the spikes on the
surface of the virus. These studies, including genetic analyses of the virus, are
helping scientists understand how changes to the virus might affect how it spreads
and what happens to people who are infected with it. Multiple variants of the virus
that causes COVID-19 are circulating globally and within the United States. In
collaboration with a SARS-CoV-2 Interagency Group (SIG), CDC established 3
classifications for the SARSCOV-2 variants being monitored: Variant of Interest
(VOI), Variant of Concern (VOC), and Variant of High Consequence (VOHC).
There are currently five VOCs in the United States. The types of the virus are

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as followed
1. B.1.1.7: This variant was first identified in the US in December 2020. It was
initially detected in the UK.
2. B.1.351: This variant was first identified in the US at the end of January 2021.
It was initially detected in South Africa in December 2020.
3. P.1: This variant was first detected in the US in January 2021. P.1 was initially
identified in travelers from Brazil, who were tested during routine screening
at an airport in Japan, in early January.
4. B.1.427 and B.1.429: These two variants were first identified in California in
February 2021 and were classified as VOCs in March 2021.
These variants seem to spread more easily and quickly than other variants,
which may lead to more cases of COVID-19. An increase in the number of cases will
put more strain on health care resources, lead to more hospitalizations, and
potentially more deaths. So far, studies suggest that antibodies generated through
vaccination with currently authorized vaccines recognize these variants. This is
being closely investigated and more studies are underway. Rigorous and increased
compliance with public health mitigation strategies, such as vaccination, physical
distancing, use of masks, hand hygiene, and isolation and quarantine, is essential
to limit the spread of the virus that causes COVID-19 and protect public health.
Adapted from: https://www.cdc.gov/coronavirus/2019-ncov
/transmission/variant.html
6. The word spikes in paragraph 2 is closest in meaning to
(A) tails.
(B) nails.
(C) points.
(D) dots.
(E) marks.

7. Which of the following sentences is not mentioned in the passage?

(A) The virus that causes COVID-19 is a type of coronavirus.
(B) The variant identified in the US at the end of January 2021 was B.1.351.
(C) Vaccination, physical distancing, use of masks, and quarantine, are essential to
limit the spread of the virus that causes COVID-19.
(D) Coronaviruses are named for the crownlike spikes on their surfaces.
(E) Multiple variants of the virus that causes COVID-19 are circulating regionally

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within the United States.

8. It can be concluded from the passage that

(A) some types of viruses are constantly dormant
(B) the increase of Covid-19 cases is likely due to the rapid spread of new mutation
of the virus.
(C) the new variants of virus spread more easily and quickly than old variants.
(D) all of new variants of virus rooted from American continent and spreaded all
over the world through physical content.
(E) quarantine is the best way to stop coronavirus from spreading.

9. To whom is the text likely intended?

(A) Medical practitioner.
(B) Nurse.
(C) Readers in general.
(D) Medical students.
(E) Students.

10. What is likely the author's motive in writing the passage?

(A) People have sufficient understanding about the virus and its strains.
(B) People have lack of information on the new variants of coronavirus.
(C) Vaccination is required to combate the pandemic.
(D) There are plenty of information about related virus.
(E) People have high awareness on protecting themselves from being infected by
the virus.

The following text is for question 11 to 15.

Text 3.
The Bloom's taxonomy is a hierarchical system that categorizes the thinking
skills of students, ranging from recalling information which is the most basic skill
to evaluation, which involves judging and stating an opinion about information.
Bloom's taxonomy is an effective tool that teachers and educators can use to create
lesson plans and tests in the bid to encourage critical thinking. Here are the concept
of Bloom's taxonomy and its benefits that can be employed effectively.
The Bloom's taxonomy is named after an educational psychologist, Benjamin

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Bloom, who undertook a project that aimed to classify the levels of behavior in
learning in 1956. Bloom and his team researched several factors and their impact
on learning. These factors included cognitive or intellectual, behavior as well as the
classification of emotional and physical skills at various levels (Rudnicki, 2018). A
further evaluation of the findings of Bloom and his team identified and classified
six levels of cognitive performance. These levels included the following: evaluation,
analysis, synthesis, application, comprehension, and knowledge. Those are very
important in teaching and learning. The cognitive performance is also significant
for stimulating higher cognitive thinking.
Bloom's taxonomy is aimed at helping educators identify the intellectual level
at which individual students are capable of working (Rudnicki, 2018). It also helps
the students to probe further to ask more detailed questions as well as create
instructions that are aimed at improving critical thinking. From the six levels of
cognitive , they can strive to reach the top three levels of analysis, synthesis, and
evaluation as students get ready to reach such levels.
According to Alford, Herbert and Fragenheim (2006), teachers ask 300 – 400
questions a day. As such, it is imperative for teachers to have in their tool boxes
the arsenal to engage students; encourage discussion; stimulate higher cognitive
thinking as well as evaluate the learning progress of the students. This makes the
Bloom's taxonomy a very powerful tool that can be easily applied in the teaching
profession. Higher cognitive thinking tends to further invite the understanding of
other related contents such as problem solving, making of judgment's, evaluation as
well as reflection.
Through Bloom's taxonomy, challenging questions can be posed to students
to ascertain their knowledge as the facts are given from the basis of their
justification of an answers. It can also promote student's ownership and sense of
power over their education as students can be motivated in a direction. The
direction encourages the decision to make judgments as well as commit to a certain
topic about, thereby allowing them to reflect on a particular issue where the teacher
provides the implications related to the topic in Bloom's taxonomy framework.
Adapted from: https://lsme.ac.uk/blog/blooms -taxonomy

11. In which paragraph does the author give information about the classification of
cognitive perfomance levels in Bloom's taxonomy.
(A) Paragraph 1.

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(B) Paragraph 2.
(C) Paragraph 3.
(D) Paragraph 4.
(E) Paragraph 5.

12. How does the idea in sentence 2 relate to the idea in sentence 1 in paragraph 3?
(A) Sentence 2 presents different idea mentioned in sentence 1.
(B) Sentence 2 provides additional information stated in sentence 1.
(C) Sentence 2 elaborates contrastive idea mentioned in sentence 1.
(D) Sentence 2 formulates the example of the misleading assumption stated in
sentence 1.
(E) Sentence 2 cites the distinctive ideas stated in sentence 1.

13. According to the passage, through Bloom's taxonomy challenging questions can
be posed to students to ascertain their knowledge because
(A) the facts are provided from the foundation of their rationalization of an answer.
(B) it criticizes student's ownership and sense of power over their education.
(C) students can stimulate higher cognitive thinking.
(D) the Bloom's taxonomy can be easily applied in the teaching profession.
(E) higher cognitive thinking tends to further invite the understanding of other
related contents such as problem solving, making of judgment's, evaluation as well
as reflection.

14. The paragraph following the passage will most likely discuss about
(A) the description of the higher cognitive thinking.
(B) the strategy of the understanding of other related contents such as problem
solving, making of judgment's, evaluation as well as reflection.
(C) the explanation about the implications related to the topic in Bloom's taxonomy
framework.
(D) the impact on instructions that are aimed at improving critical thinking.
(E) the method of the six levels of cognitive perfomance.

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15. Which of the following best summarizes the passage?

(A) Bloom's Taxonomy supports higher cognitive thinking as well as criticizes the
learning progress of the students
(B) Bloom's taxonomy has a great concept and benefits that not only help
encourage students to make their own decisions in a classroom setting but also
help them promote a lifeskill.
(C) Bloom's Taxonomy tends to question the understanding of other related
contents such as problem solving, making of judgment's, evaluation as well as
reflection.
(D) Bloom's Taxonomy presents a direction that encourages the decision to make
judgments as well as to support new theory.
(E) Bloom's Taxonomy needs to be investigated in further research as it canot be
easily applied in the teaching profession.