PAKET 1 :

TES LITERASI DALAM BAHASA INGGRIS 1

Main Idea

Purpose/Motive of the Writer

Inference/Implied Question/Conclusion

The following skills will help you to implement strategies in the Reading Comprehension section.

1. Main Idea

Finding the main idea is critical to understanding what you are reading. It helps the details make sense
and have relevance, and provides a framework for remembering the content.

The following outlines the key information that you should remember about main idea questions.

a. How to Identify the Question

What is the topic of the passage?

What is the subject of this passage?

What is the main idea of the passage?

What is the author's main point in the passage?

With what is the author primarily concerned?

Which of the following would be the best title?

b. How to Answer the Question

1) Identify the Topic

Read the passage through completely, then try to identify the topic. Who or what is the paragraph
about? This part is just figuring out a topic like "cause of World War I" or "new hearing devices;".

2) Summarize the Passage

After reading the passage thoroughly, summarize it in your own words in one sentence. Imagine that
you have just ten to twelve words to tell someone what the passage is about what would you say?
3. Look at the First and Last Sentences of the

Passage

Authors often put the main idea in or near either the first or last sentence of the paragraph to article, so
isolate those sentences to see it they make sense as the overarching theme of the passage. Be careful:
sometimes the author will use words like but, however, in contrast, nevertheless, etc. that indicate that
the second sentence is actually the main idea. If you see one of these words that negate or qualify the
first sentence, that is a clue that the second sentence is the main idea

4) Look for Repetition of Ideas

If you read through a paragraph and you have no idea how to summarize it because there is so much
information, start looking for repeated words, phrases, or related ideas.

c. Avoid Main Idea Mistakes

Choosing a main idea from a set of answer choices is different than composing a main idea on your own.
Writers of multiple choice tests are often tricky and will give you distractor questions that sound much
like the real answer. By reading the passage thoroughly, using your skills, and identifying the main idea
on your own, though, you can avoid these common mistakes:

1) selecting an answer that is too narrow in scope;

2) selecting an answer that is too broad; or

3) selecting an answer that is complex but contrary to the main idea.

Main Idea

The main idea of a text is the most important point the author is making about the subject/topic.

Example

There is a common belief that while the dog is man's best friend, the coyote is his worst enemy. The bad
reputation of the coyote traces back to his fondness for small animals; he hunts at night and is
particularly destructive to sheep, young pigs, and poultry. Yet it is sometimes wise to encourage coyotes.
Provided valuable farm animals are protected, the coyote will often free the property of other animals,
like rabbits, which are ruinous to crops and certain trees. He is especially beneficial in keeping down the
rodent population. Where coyotes have been allowed to do their work without molestation, ranchers
and fruit growers have found them so valuable that they would no more shoot them than they would
shoot their dogs.

1. What is the main idea of this passage?

(A) Nothing can take the place of coyote's role in community

(B) Under certain conditions the coyote is helpful to man.

(C) The coyote is feared because of his fondness for small animals

(D) Modern ranchers would no sooner shoot coyotes than they would shoot dogs.

(E) The coyote usually prefers rabbits and other rodents to sheep and poultry

Answer

Answer B

To answer this you have to find the main point by reffering to the object being talked and the keywords.
The text tells about coyote that in any situation can be very helpful to man.

2. Purpose/Motive of the Writer

Questions about main purpose or the author's motive ask the readers to find out the reason why the
author write the text. Regarding questions about the author's motive, readers might be asked not only
about background of the text but also the authors' knowledge beyond the text. The following
description regarding purpose or motive:

a. Purpose of the text

How to Identify the Question:

What is the author's main purpose/motive in the passage?

The author's purpose/motive in writing is to...

Why did the author write the passage?

To answer, the questions might be initially started with infinitives such as:

to discuss

to tell how
to mention

to distinguish

to persuade

to illustrate

to summarize

to advise

to compare

to criticize

to describe

to explain

There are three main reasons or purposes for writing. Any text that you encounter will serve one of the
three following purposes.

1. Writing to Entertain

The primary purpose of texts that are written to entertain is to amuse readers. This does not mean that
the text must be happy, the text could be a tragedy, but the main reason for writing the text is to amuse
readers. Here the author is attempting to tell a story. The main purpose is to tell the story by developing
a plot and characters.

Examples of texts that are written to entertain: Stories, Poems, Dramas, and Songs.

Of course, this is not to say that stories, poems, or plays cannot be informative. These texts may even
express values and ideas that will persuade readers to view the world differently. Nonetheless, if the
text is not entertaining, readers are unlikely to find enlightenment or be moved by such a text.
Therefore, the primary purpose of any text, poem, play is to entertain readers.

2. Writing to Inform

The primary purpose of texts that are written to inform is to enlighten the reader or provide the reader
with information about a topic.

Examples of texts that are written to inform: Expository Essays or Articles, Instructions or Directions,
Encyclopedias, or Other Reference Texts.
Here the author is attempting to explain or inform the reader of something. The main purpose is to
provide details and information that help the reader to understand the topic.

3. Writing to Persuade

In a text that is written to persuade, the author's primary purpose is to compel readers to take action,
convince them of an idea through argument, or to reaffirm their existing beliefs.

Examples of texts that are written to persuade: Advertisements, Campaign Speeches, Persuasive Letters
or Notes, etc.

Here the author is attempting to persuad the reader by presenting an opinion an making an argument.
The main purpose to persuade by presenting details an examples that support the argument.

Motive of the text

How to Identify the Question:

What likely motivates the writer write the text? What is the author's motive in writing the passage?

The answer to these questions can be based on the author's background in writing the text or the
authors' knowledge beyond the text:

There is not much information about --- (e.g. The dangers of fast food consumption)

Not many people know about ----

Example

Black bear, (Ursus americanus), also called American bear, the most common bear (family Ursidae),
found in the forests of North America, including parts of Mexico. The American black bear consists of
only one species, but its colour varies, even among members of the same litter. White markings may
occur on the chest, sometimes in the shape of a V. Depending on their colour variations, black bears are
often referred to as cinnamon bears, blue-gray or blue-black glacier bears, and white bears (found
mainly on Princess Royal Island, British Columbia). Black bears that are actually brown in colour are most
common in western North America. They are sometimes called brown bears, but the true brown bear
(Ursus arctos; also called the grizzly bear in North America) is much larger.
Though classified as carnivores, black bears have an omnivorous diet. In spring they consume emerging
plants and carcasses of animals that have died during the winter. Fruits dominate the diet in summer,
and both fruit and mast, especially acorns and beechnuts, constitute most of the fail diet. As
opportunistic feeders, black bears will also eat pinecones, roots, ants, and honey from wild or domestic
bees. Nonetheless, black bears are strong predators, and in some areas they frequently kill moose calves
and deer fawns during spring. Black bears living near humans adapt readily to alternate food sources,
such as garbage from dumps or campsites and handouts from tourists in parks. Human encounters with
black bears occasionally result in injury or death, and attacks are reported every year. In almost all cases,
avoiding surprise encounters is the best defense, as black bears prefer to avoid people.

Throughout most of their range, black bears become dormant during winter. They spend the winter in
dens located in rock crevices, in underground burrows, under tree roots, in hollow trees, in brush piles,
or simply on open- ground beds. Prior to winter sleep, bears must accumulate large quantities of body
fat during late summer and fall. Not only does this enable them to survive the long period of winter
fasting, but it also allows them to have sufficient energy in spring when they emerge and food is rare.
For females, the amount of fat stored before is linked with reproductive success: fatter females typically
have more and bigger young than do leaner females. Accumulating fat for the winter is thus a strong
drive, and it explains the search for food through the summer and fall.

Black bears are not territorial: they are mostly solitary, and the home ranges of both males and females
may overlap. Home ranges typically are larger where food is less abundant and smaller where food is
plentiful. Black bears are promiscuous, males and females often mating with several individuals.
Implantation of the fertilized egg is delayed, occurring in November or December Actual gestation then
lasts 60-70 days, and one to four young cubs are born in January or February. Born blind fully furred, and
toothless, the cubs remain with the mother for 16 months, and the female breeds every second or third
year. Although the mother is very protective of her litter, young cubs may be killed by coyotes, wolves,
brown bears, or other black bears. Black bears can live for more than 20 years in the wild, but in areas
near numan habitation most black bears die sooner as a result of hunting, trapping. poaching, nuisance
removal near campgrounds or dumps, and collision with vehicles.

Taken from https://www.britannica.com/animal/black-bear

2 What likely motivates the author in writing the passage?

(A) To show that many people hunt for black bears in America.

(B) To inform the readers about black bears characteristics and habitat.

(C) To describe the extinction of some endemic animals in certain part of the world.

(D) To make people know how to differentiate black bear with another bear

(E) To provide the limited information about black bears in some scientific journals.
Answer: B

The text clearly explains black bears' characteristics and habitat. Thus we can conclude that the author's
motive of writing the text is to inform the readers about black bears' characteristics and habitat.

3. Implied Detail Question

Implied Detail Question

To answer these questions correctly, you will have to draw conclusions from information that is given in
the text.

What I Read + What I Know

Inference

a. How to Identify the Question

It is implied in the passage that ...

It can be inferred from the passage that....

It is most likely that....

What probably happened....?

It can be concluded....

We may conclude

b. How to Answer the Question

1. Read the question carefully and understand what you are being asked

2. Make sure you understand the main idea of the whole paragraph.

Choose a key word in the question.

Scan the passage for the key word.

Read the sentence that contains the key word carefully.

Look for an answer that could be true, according to that sentence.

3. Use the process of elimination. The answer is incorrect if it is beyond the scope of the information in
the passage. In other words, you can't really make this inference based only on the passage. You must
use your logical thinking.

4. Pay attention to answers containing extreme language such as always, forever, never, all, totally,
completely or extreme phrases such as "this is the only ....." or "this is the limit of....." and so on. They
are used as traps and are often INCORRECT.

5. Bay attention to answers only repeating words from the passage but don't answer the question.
These answers look appealing because they contain technical words that saw in the passage. But, if you
read them carefully, they aren't correct!

INFERENCES

How do I infer?

Think about what you already know

- Think about how the character feels

- Use CLUES in the text to make a good guess

Think about how the character acts

- Put the ideas together

Read between the lines

When I INFER... I figure out something that wasn't completely explained in the story.

I think... This could mean... Maybe... Perhaps...

Example-

The body that impacted earth at the end of the Cretaceous period was a meteorite with a mass of more
than a trillion tons and a diameter of at least 10 kilometers. Scientists first identified this impact in 1980
from the worldwide layer of sediment deposited from the dust cloud that enveloped the planet after the
impact. This sediment layer is enriched in the rare metal iridium and other elements that are relatively
abundant in a meteorite but very rare in the crust of Earth. Even diluted by the terrestrial material
excavated from the crater, this component of meteorites is easily identified. By 1990 geologists had
located the impact site itself the Yucatán region of Mexico. The crater, now deeply buried in sediment,
was originally about 200 kilometers in diameter.
3. Which of the following can be inferred from the paragraph about the location of the meteorite impact
in Mexico?

(A) Geologists fully aware that a meteorite didn't cause anything to change on earth.

(B) The location of the impact site in Mexico was kept secret by geologists from 1980 to 1990.

(C) It was a well-known fact that the impact had occurred in the Yucatán region.

(D) Geologists knew that there had been an impact before they knew where it had occurred.

(E) The Yucatán region was chosen by geologists as the most probable impact site because of its climate.

Answer D

1. The first sentence mention that "The body that impacted earth at the end of the Cretaceous period
was a meteorite", so we can eliminate A.

2. There's no mention of the geologists keeping this event a secret, so we can eliminate

3. The Yucatan wasn't discovered as being the location until later in the passage, meaning it wasn't well-
known, so we can eliminate C.

4. Choice D is the best choice, as we see from our notes under the main ideas, the collision occurred in
1980 and geologists didn't locate the area until 1990.

5.Climate isn't named as a factor in the discovery, so answer choice E can also be eliminated.

4. Exercise

The following text is for questions number 1-5.

Text 1

Running Two Jobs

Juggle Roles 19/06/2022 at 06:05 am

Can I run two jobs at the same time, but the work hours are different?

I would like to take up night shift job along with the current job, would it be possible?

Shahzad 19/06/2022 at 08:12 am

It's all depends upon the contract or agreement you have made with the company you are currently
working. If it doesn't bound you to work on any other paid job then you can go for an additional job.

DarrenA6 19/06/2022 at 2:35 pm

Of course not! Your employer may not permit you to have a second job, or to do freelance work in the
same, or even an unrelated, field - particularly if you work at your main job full time. Your performance
in all of your roles could also suffer if you end up working too many hours each week. You'll end up
being too tired to give your best.

Laureen 19/06/2022 at 4:27 pm

Of course, you can. So, what are the benefits of doing multiple jobs? First, you have the opportunity to
earn more. Your income could be more secure than with just one job. Next, managing two roles can be
refreshing, you see new people, and cope with different responsibilities. Then, you will learn new set of
skills and you can extend your professional network - both of which could further your career at some
point.

Marion 20/06/2022 at 09:10 am

Feeling SAD? Try light therapy!

Another mood booster to try is exercise. Check out these four ways to cross-train during the winter.
Another treatment you might want to try is a light therapy box. This is a lamp that emits a very bright,
white light, functioning like sunlight. Most people get some relief from light therapy within one or two
weeks of starting treatment. Join our class! Click https://www.adventisthealth.org/

Charles Handy 20/06/2022 at 11:45 am

As a HR manager. i would say that doing two jobs can be incredibly challenging and it can also open up
many opportunities. It's important to have excellent time management skills and be open with
employers about what you're doing.

Adapted from https://www.mindtools.com/

1. What is the purpose of the text?

(A) To discuss about handling multiple jobs.

(B) To explain the benefits of having two jobs.

(C) To inform how to survive in a toxic workplace.

(D) To ask for opinion regarding running two jobs.

(E) To describe regular full time jobs.

2. "..., and cope with different responsibilities." The phrase cope with is closest in meaning to

(A) let down.

(B) get over.

(C) deal with.

(D) hold for.

(E) refuse in.

3. What is the tone of the opinion given by Laureen regarding running two jobs at the same time?

(A) Supportive.

(B) Indifferent.

(C) Pessimistic.

(D) Negative.

(E) Concerned.

4. Who posted the most unreliable opinion to Juggle Roles's thread?

(A) Shahzad

(B) DarrenA6.

(C) Laureen.

(D) Marion.

(E) Charles Handy.

5. Who asked for the opinion in this thread?

(A) Shahzad.
(B) DarrenA6.

(C) Laureen.

(D) Juggle Roles.

(E) Charles Handy.

The following text is for questions number 6-10

The Autobiography of Benvenuto Cellini

Among the vast number of men who have thought fit to write down the history of their own lives, three
or four have achieved masterpieces which stand out pre-eminently: Saint Augustine in his Confessions,
Samuel Pepys in his Diary, Rousseau in his Confessions. It is among these extraordinary documents, and
unsurpassed by any of them, that the autobiography of Benvenuto Cellini takes its place.

The life of himself which Cellini wrote was due to other motives than those which produced its chief
competitors for first place in its class. St. Augustine aim was religious and didactic, Pepys noted down in
his diary the daily events of his life for his sole satisfaction and with no intention that any one should
read the cipher in which they were recorded. But Cellini wrote that the world might know, after he was
dead, what a fellow he had been, what great things he had attempted, and against what odds he had
carried them through. All men, he held, whatever be their condition, who have done anything of merit,
or which verily has a semblance of merit, if so, be they are men of truth and good repute, should write
the tale of their life with their own hand. That he had done many things of merit, he had no manner of
doubt. His repute was great in his day, and perhaps good in the sense in which he meant goodness; as to
whether he was a man of truth, there is still dispute among scholars.

Of some misrepresentations, some suppressions of damaging facts, there seems to be evidence only too
good -a man with Cellini's passion for proving himself in the right hardly have avoided being guilty of
such; but of the general trustworthiness of his record, of the kind of man he was and the kind of life he
led, there is no reasonable doubt.

The period covered by the autobiography is from Cellini's birth in 1500 to 1562; the scene is mainly in
Italy and France. Of the great events of the time, the time of the Reformation and the Counter-
Reformation, of the strife of Pope and Emperor and King, we get only glimpses. The leaders in these
events appear in the foreground of the picture only when they come into personal relations with the
hero; and then not mainly as statesmen or warriors, but as connoisseur and patrons of art. Such an
event as the Sack of Rome is described because Benvenuto himself fought in it.

Much more complete is the view he gives of the artistic life of the time. It was the age of Michelangelo,
and in the throng of great artists which then filled the Italian cities, Cellini was no inconsiderable figure.
Michelangelo himself he knew and adored. Nowhere can we gain a better idea than in this book of the
passionate enthusiasm for the creation of beauty which has bestowed upon the Italy of the Renaissance
its greatest glory.

Very vivid, too, is the impression we receive of the social life of the sixteenth century; of its violence and
licentiousness, of its zeal for fine craftsmanship, of its abounding vitality, its versatility and its idealism.
For Cellini himself is an epitome of that century. This man who tells here the story of his life was a
murderer and a braggart, insolent, sensual, inordinately proud and passionate; but he was also a worker
in gold and silver, rejoicing in delicate chasing and subtle modelling of precious surfaces; a sculptor and
a musician; and, as all who read his book must testify, a great master of narrative. Keen as was
Benvenuto interest in himself, and much as he loved to dwell on the splendour of his exploits and
achievements, he had little idea that centuries after nis death he would live again, less by his statue of
Perseus and his goldsmiths work than by the book which he dictated casually to a lad of fourteen, while
he went about his work.

The autobiography was composed between 1558 and 1566, but it brings the record down only to 1562.
The remainder of Cellini's life seems to have been somewhat more peaceful. He died at Florence, May
13, 1571, and was buried in The Church of the Annunziata in that city.

gutenberg.org

6. What does the text mainly describe?

(A) Cellini's life.

(B) Cellini's competitors.

(C) Cellini's autobiography.

(D) Cellini's achievements.

(E) Cellini's phenomenal journey.

7. It can be inferred from the that

(A) Cellini is a famous painter.

(B) Cellini is a famous goldsmith, silversmith, and sculptor.

(C) Cellini was friends with Saint Augustine.

(D) Cellini was the only goldsmith, silversmith, and sculptor in the 16th century.

(E) Cellini experienced joyous journey in his career.

8. What CANNOT be inferred from the text?

(A) Most of Cellini's life was peaceful.

(B) Cellini's autobiography is not entirely truthful in all respects.

(C) Cellini was well-known during his day.

(D) Cellini's autobiography was among Saint Augustine's, Samuel Pepys', and Rousseau extraordinary
documents.

(E) Cellini's autobiography was composed between 1558 and 1566, but it didn't bring the record down
for all this time.

9. Why does the author mention St. Augustine and Pepys?

(A) They were Cellini's competitors.

(B) They lived at the same time as Cellini.

(C) He compares their autobiographies to Cellini's.

(D) They shared some ideas of the world.

(E) He combines the works of these three amazing world's influencers.

10. What was Cellini's motive in writing his autobiography?

(A) To let other know what great things he had accomplished.

(B) To prove that he was one of most outstanding influencer in his era.

(C) To provide example of great works during

the 16th century.

(D) To teach his sculpture techniques.

(E) To present about his own satisfaction.

The following text is for questions number 11 - 13.

Text 3

Social Bees

Most bees lead solitary lives. After mating, females dig or find suitable nests in soil or wood. They begin
visiting flowers, making dozens of trips for pollen and nectar. Sugar from nectar provides flight fuel for
their trips to and from the nest. The proteins and amino acids in pollen are vital nutrients needed for the
bees young (larvae).

Females lay eggs on masses of pollen mixed with nectar within unshaped earthen nest cells. The eggs
hatch and the grub-like larvae devour the food placed for them. Over a period of weeks they eat pollen,
defecate, and

pupate, often spinning a silk cocoon. The new adult generation may emerge then or during the spring or
summer of the coming year.

Solitary bees use diverse building materials for their nests: leaves, mud, sand, stones, plant resins,
downy plant fibers, even abandoned snail shells. Because of the materials they collect, solitary bees are
often called carpenter bees, mason bees, leafcutter bees, carder, or plasterer bees.

About 20% of the world's more than 20,000 species of bees are social. They live communally in colonies
of hundreds to tens of thousands of individuals. Each colony has one queen who is the mother of sterile
daughters (the worker bees) and a few males called drones.

The best-known social bee around the world is the honey bee (Apis mellifera). Originally native to
Europe, honey bees travelled with their human caretakers and now are found worldwide. Another well-
known group is the fuzzy and charismatic black-and-yellow bumblebee (Bombus spp.). The sacred
stingless bees (Melipona and Trigona) kept by both the ancient and modern Maya also live as highly
social colonies, producing a surplus of honey.

Social bees don't specialize in a particular floral colour or shape --- their forte is finding and exploiting
rich sources of nectar and pollen. In fact, their efficiency and numbers can cause problems for the
solitary bees that land on flowers that honey bees have depleted. Honey bees communicate through a
waggle dance in which scout bees return to the nest and inform other bees about the distance and
direction to a newly discovered flower patch.

usbg.gov

11. What can be inferred from the text?

(A) Bees are social.

(B) Bees are great.

(C) There are two types of bees.

(D) Bees are solitary.

(E) Bees are social creature.

12. What can be inferred about social bees?

(A) They live by themselves and their larvae.

(B) They do not live in colonies.

(C) They have defined roles and must cooperate with each other.

(D) Social and solitary bees don't specialize in a particular floral colour or shape.

(E) They dance when finding food.

13. Which of the following statements is NOT TRUE about the text?

(A) Only social bees pollinate flowers.

(B) There is competition between social and solitary bees for nectar and pollen.

(C) There are more solitary bees than social bees.

(D) Solitary bees build the nests.

(E) Honey bees can be found around the world since they have travelled with their human caretakers.

The following text is for questions number 14-16.

Text 4

The organization that today is known as the Bank of America did start out in America, but under quite a
different name. Italian America A. P Giannini established this bank on october 17, 1904, in a renovated
saloon in San Francisco's Italian community of North Beach under the name Bank of Italy, with imigrants
and first-time bank customers comprising the majority of his first customers. During its development,
Giannini's bank survived major

crises in the form of natural disaster and a major economic upheaval that not all other banks were able
to overcome.

One major test for Giannini's bank occurred on April 18, 1906, when a massive earthquake struck San
Francisco, followed by a raging fire that destroyed by much of the city. Giannini obtained two wagons
and teams of horses, filled the wagons with the bank's reserves, mostly in the form of gold, covered the
reserves with crates of oranges, and escaped from the chaos of the city with his clients' funds protected.
In the aftermath of the disaster, Giannini's bank was the first to resume operations. Unable to install the
bank in a proper office setting, Giannini and opened up shop on the Washington Street Wharf on a
makeshift desk created from boards and barrels.

In the period following the 1906 fire, the Bank of Italy continued to prosper and expand. By 1918 there
were twenty-four branches of the Bank of Italy, and by 1928 Giannini had acquired numerous other
banks, including a Bank of America located in New York City. In 1930 he consolidated all the branches of
the bank of Italy the Bank of America in New York City, and another Bank of America that he had formed
in California into the Bank of America National Trust and Savings Association.

A second major crisis for the bank occurred during the Great Depression of the 1930s. Although Giannini
had already retired prior to the darkest days of the Depression, he become incensed when his successor
began selling off banks during the bad economic times. Giannini resumed leadership of the bank at the
age of sixty-two, Under Giannini's leadership, the bank weathered the storm of the Depression and
subsequently moved into a phrase of overseas development.

14. With what topic is the text primarily concerned?

(A) The building of Bank of America.

(B) The assets of Bank of America.

(C) The regulation of Bank of America.

(D) The stocks of Bank of America.

(E) The history of Bank of America.

15. What is the motive of the author?

(A) Many people know the history of Bank of America.

(B) There is abundant information about the history of Bank America.

(C) There is misconception about the history of Bank of America.

(D) Lack information about the history of bank

America.

(E) The history of Bank America is well known.

16. It is implied in the text that

(A) Giannini could handle the storm of depression and evolved the bank overseas.

(B) Bank of America started in America with different name.

(C) The history of Bank America is amazing.

(D) There was no chaos in history of Bank America.

(E) In the period following the 1906 fire, the Bank of America continued to prosper and expand.

The following text is for questions number 17-19.

Text 5

Eugene O'Neill

Universally acclaimed as America's greatest playwright, Eugene O'Neill was born in 1888 in the heart of
the theater district in New York City. As the son of an actor he had early exposure to the world Line of
the theater. He attended Princeton University briefly in 1906, but returned to New York to work in a
variety of jobs before joining the crew of a freighter as a seaman. Upon returning from voyages to South
Africa and South America, he was hospitalized for six months to recuperate from tuberculosis. While he
was recovering, he determined to write a play about his adventures on the sea.

He went to Harvard, where he wrote the one-act Bound East for Cardiff. It was produced in 1916 on
Cape Cod by the Provincetown Players, an experimental theater group that was later to settle in the
famous Greenwich Village theater district in New York City. The Players produced several more of his
one-acts in the years between 1916- 1920. With the full-length play Beyond the Horizon, produced on
Broadway in 1920, O'Neill's success was assured. The play won the Pulitzer Prize for the best play of the
year. O'Neill was to be awarded the prize again in 1922, 1928, and 1957 for Anna Christie, Strange
Interlude, and Long Day's Journey Into Night. Although he did not receive the Pulitzer Prize for it,
Mourning Becomes Electra, produced in 1931, is arguably his most lasting contribution to the American
theater. In 1936, he was awarded the Nobel Prize for literature.

O'Neill's plays, forty-five in all, cover a wide range of dramatic subjects, but several themes emerge,
including the ambivalence of family relationship, the struggle between the sexes, the conflict between
spiritual and material desires, and the vision of modern man as a victim of uncontrollable circumstances.
Most of O'Neill's characters are seeking meaning in their lives. According to his biographers, most of the
characters were portraits of himself and his family. In a sense, his work chronicled his life.

17. The topic of the text is

(A) The art works of Eugene O'Neill.

(B) The childhood of Eugene O'Neill.

(C) The biography of Eugene O'Neill.

(D) The success of Eugene O'Neill.

(E) The achievements of Eugene O'Neill.

18. What is the motive of the author?

(A) Not many people know about biography of Eugene O'Neill.

(B) Eugene O'Neill is acclaimed as America's greatest playwright.

(C) There is abundant information about biography of Eugene O'Neill.

(D) Eugene O'Neill is popular among people.

(E) Eugene O'Neill is well known in America.

19. It can be inferred from the text that

(A) O'Neill was familiar with theater since he was a kid.

(B) O'Neill's plays were fifty five in all covering in wide range of dramatic subjects.

(C) O'Neill's was a mediocre playwright.

(D) "Bond East for Cardiff" was produced in 1918.

(E) O'Neill's success was assured with the production of Bond East for Cardiff

The following text is for questions number 20-22.

Text 6

A new study published Thursday in Science, makes a strong case that the second theory is the right one.
A team of anthropologists from the Max Planck Institute for Evolutionary Anthropology in Leipzig,
Germany, developed a battery of learning tests they call the Primate Cognition Test Battery, and gave it
to 106 chimps, 105 children and 32 orang-utans, to compare the groups directly on physical and social
learning. Says Estner Hermann, a co-author of the paper "It's the first time anything like this has been
done.

The three groups performed about equally well on physical learning-locating nidden objects, figuring out
the source of a noise, understanding the concepts of more and less, using a stick to get something that's
out of reach. And indeed, the kids were of an age-2½ years old-where it's widely known that they do
perform about as well as chimps in such tests. So for example the scientists would hide a treat of some
kind- a toy, or some food behind a box, while the test subjects looked on, the kids, chimps and orang-
utans would have to be sophisticated enough to know that the object disappearing from view didn't
mean it stopped existing, and had to be able to figure out where it had gone. All three groups did
equally well at this sort of thing.

20. What is the author primarily concerned?

(A) The result of the primate cognition test

battery.

(B) The theory of a battery of learning tests.

(C) The psychological test.

(D) Mammais and their classification.

(E) The effect of the primate cognition test battery.

21. What is the purpose of the text?

(A) To argue different theory.

(B) To inform the result of the primate cognition test battery.

(C) To show contrastive result of research.

(D) To describe the primate cognition test

battery.

(E) To persuade people to know about the primate cognition test battery.

22. It is implied in the text that

(A) The three groups of primate didn't do

equally well on physical learning.

(B) The two year old kids do perform as well as

chimps in such tests.

(C) The primate did equally well on physical and social learning test.

(D) The primate is wild animal.

(E) The primate has better cognition than human beings.

The following text is for questions number 23-25.

Text 7

Vitamin D deficiency is traditionally associated with bone and muscle weakness, but in recent years a
number of studies have shown that low levels of the vitamin may predispose the body to high blood
pressure, congestive heart failure, and chronic blood vessel inflammation (associated with hardening of
the arteries) It also alters hormone levels to increase insulin resistance, which raises the risk of diabetes.

In a review article published in the Journal of the American College of Cardiology, researchers surveyed
recent studies on the link between vitamin D deficiency and heart disease to come up with practical
advice on screening and treatment. They concluded that vitamin D deficiency is much more common
than previously thought, affecting up to half of adults and apparently healthy children in the U.S.
Researchers say higher rates of vitamin D deficiency may be due in part to people spending more time
indoors and efforts to minimize sun exposure through the use of sunscreens. Sunscreen with a sun
protection factor (SPF) of 15 blocks approximately 99% of vitamin D synthesis by the skin.

"We are outside less than we used be, and older adults and people who are overweight or obese are
less efficient at making vitamin D in response to sunlight," says O'Keefe. "A little bit of sunshine is a good
thing, but the use of sunscreen to guard against skin cancer is important if you plan to be outside for
more than 15 to 30 minutes of intense sunlight exposure."

23. What is the author's main point in the text?

(A) The effect of vitamin D deficiency on bone weakness.

(B) The effect of vitamin D deficiency on muscle weakness.

(C) The cause of vitamin D deficiency.

(D) The effect of vitamin D deficiency on hardening of the arteries.

(E) The relationship between vitamin D

deficiency and our life.

24. What is the motive of the author?

(A) Many people know the effect of vitamin D deficiency on bone weakness.

(B) There is abundant information about the

effect of vitamin D deficiency.

(C) Not many people know vitamin D deficiency has the effect on hardening of the arteries.

(D) The effect of vitamin D deficiency is well known among people.

(E) The effect of vitamin D deficiency on hardening of the arteries is well known.

25. What is the purpose of the text?

(A) To argue the prior finding about vitamin D deficiency.

(B) To inform the effect of vitamin D deficiency on hardening of the arteries.

(C) To show constrastive finding about vitamin D deficiency.

(D) To describe the effect of vitamin D deficiency on bone weakness.

(E) To relate vitamin D deficiency and bone weakness.