ii

ACKNOWLEDGEMENT

The purpose of this module is to help the students of Adab and Humaniora
Faculty UIN Ar Raniry understand the TOEFL test and improve their English
language skills to better prepare for the exam. Key aspects of the TOEFL test
include:
1. Grammar knowledge and skills,
2. Reading Comprehension and
3. Listening Comprehension.

The materials cover grammar theory and practice, reading and listening
comprehension tests in TOEFL. In grammar, it focuses on information about the
grammatical structure of English including some material tested in the TOEFL test
as well as some useful tricks for completing the TOEFL test. In Reading
Comprehension, this course covers the knowledge and skills needed to complete
the Reading test such as how to identify the main idea, topic sentence, supporting
sentences and detailed information. In listening Comprehension, it includes
listening skills and knowledge such as pronunciation, emphasis and intonation in
English as well as basic listening principles in both minitalk tests and long
conversations.
By understanding the purpose and format of the TOEFL test, the students can
better prepare themselves for the exam and enhance their English language
proficiency, ultimately increasing their chances of success in academic settings.

Teaching Team,
Dr. Zubaidah. [Link].,[Link],
Suraiya, [Link].,[Link],
Nurrahmi, [Link].,[Link].

iii
 DAFTAR ISI

Lembar Pengesahan .................................................................................................. ii

ACKNOWLEDGEMENT .........................................................................................v
DAFTAR ISI .............................................................................................................. vi
Structure and Written Expresssion (Struktur Kalimat dan Ungkapan Tertulis). 1
A. Deskripsi Singkat .............................................................................................1
PART A................................................................................................................1
PART B ................................................................................................................3
B. Review Tata Bahasa ........................................................................................5
MODULE I SUBJECT VERB AGREEMENT/CONCORD ...............................6
1. Indikator ...........................................................................................................6
2. Dasar Teori.......................................................................................................6
a. Kesesuaian antara Subject yang diikuti of/o Win dengan Verb
(kata kerja) ..........................................................................................................7
b. Kesesuaian antara Subject yang berupa kata ganti orang tak tentu
(indefinite pronouns) dengan Verb-nya .........................................................7
c. Kesesuaian antara Subject yang diikuti along with, together with,
accompanied by, as well as, dengan Verb-nya ..............................................9
d. Kesesuaian antara Subject yang berupa Verb + ing dengan Verb-
nya. 9
e. Kesesuaian antara Subject yang berupa None/No dengan Verb-nya...
......................................................................................................................10
f. Kesesuaian antara Subject yang berupa Either .... or dan ...... Neither
... + nor dengan Verb-nya................................................................................12
g. Kesesuaian antara Subject yang berupa Kata Benda Kolektif
(collective noun) dengan Verb ........................................................................12
3. Exercise ...........................................................................................................15
Exercise 4: Subject - Verb Agreement/Concord ..............................................15
LATIHAN SOAL: TOEFL PRACTICE (*) .....................................................16
MODULE II INFINITIVE AND GERUND (Kata kerja bentuk dasar dan Kata
kerja + ing) ..................................................................................................................19
1. Indikator .........................................................................................................19
2. Dasar Teori.....................................................................................................19

iv
 A. The Use of Infinitive (Penggunaan Infinitive) ...................................19
B. The Use of Infinitive Without To (infinitif tanpa to) ........................21
C. The Use of Gerund (Penggunaan Gerund) ........................................22
3. Exercise ...........................................................................................................25
Exercise 9: Infinitive and Gerund..................................................................25
Latihan Soal: TOEFL Practice (*).................................................................26
MODULE III ELLIPTICAL SENTENCESwith Too, So, Either, Neither,
Both .............................................................................................................................29
1. Indikator .........................................................................................................29
2. Dasar Teori.....................................................................................................29
3. Exercise ...........................................................................................................31
Exercise 10: Elliptical Sentences ....................................................................31
Latihan Soal: TOEFL Practice (*).................................................................31
MODULE IV DEGREE OF COMPARISONS AND CAUSATIVE VERB ....33
1. Indikator .........................................................................................................33
2. Dasar Teori.....................................................................................................33
DEGREE OF COMPARISONS .............................................................................33
A. Equal/Positive Comparison ...................................................................33
B. Comparative ...........................................................................................35
C. Superlative ..............................................................................................36
3. Exercise ...........................................................................................................38
Exercise 11: Comparisons ...............................................................................38
Exercise 12: Comparisons ...............................................................................38
Latihan Soal: TOEFL Practice (*).................................................................39
CAUSATIVE VERB .................................................................................................40
A. Have/Get .................................................................................................41
B. Make ........................................................................................................42
C. Let ............................................................................................................43
D. Help..........................................................................................................44
3. Exercise ...........................................................................................................44
Exercises 24: Causative Verbs ........................................................................44
Latihan Soal: TOEFL Practice (*).................................................................45
MODULE V WORD ORDER AND PARALLEL STRUCTURE ....................46
1. Indikator .........................................................................................................46

v
 2. Dasar Teori.....................................................................................................46
DETERMINER.....................................................................................................47
3. Exercise ...........................................................................................................49
Exercise 13 : Word Order ...............................................................................49
Latihan Soal: TOEFL Practice (*).................................................................50
PARALLEL STRUCTURE (Susunan Kalimat Paralel).................................51
4. Exercise ...........................................................................................................54
Exercise 30: Paralel Structure ........................................................................54
Latihan Soal: TOEFL Practice (*).................................................................54
MODULE VI SUBJUNCTIVE, REDUDANCY, AND INVERSION
SENTECES................................................................................................................57
1. Indikator .........................................................................................................57
2. Dasar Teori.....................................................................................................57
A. Subjunctive .............................................................................................57
Exercise 29: Subjunctive .................................................................................60
Latihan Soal: TOEFL Practice (*).................................................................60
B. REDUNDANCY ....................................................................................61
Exercise 34: Redundancy ................................................................................62
Latihan Soal: TOEFL Practice (*).................................................................62
C. INVERSION SENTENCES(Kalimat Inversi) ...................................63
Exercise 35: Inversion Sentences ....................................................................64
Latihan Soal: TOEFL Practice (*).................................................................65
Reading Comprehension (Pemahaman Bacaan) .....................................................66
A. DESKRIPSI SINGKAT ................................................................................66
B. JENIS-JENIS PERTANYAAN DALAM READING...............................67
MODULE VII TOPIC AND MAIN IDEA............................................................71
1. Indikator .........................................................................................................71
2. Dasar Teori.....................................................................................................71
A. Pernyataan tentang topik atau tema...................................................72
B. Menentukan Topik .................................................................................73
C. Pernyataan tentang gagasan utama (Main Idea) ..............................83
D. Tipe Pertanyaan Gagasan Utama .......................................................84
MODULE VIII MEMAHAMI DETAIL ...............................................................94
1. Indikator .........................................................................................................94

2. Dasar Teori.....................................................................................................94

vi
 A. Deskripsi Singkat....................................................................................94
B. Latihan Identifikasi Parafrasa .............................................................97
C. Latihan Kenal Makna Kata Kontekstual......................................... 110
MODULE IX PURPOSE....................................................................................... 115
1. Indikator ...................................................................................................... 115
2. Dasar Teori.................................................................................................. 115
A. Deskripsi Singkat ................................................................................ 115
B. TOEFL Reading Practice: Purpose Question ................................ 117
MODULE X MENGIDENTIFIKASI REFERENSI ........................................ 119
1. Indikator ...................................................................................................... 119
2. Dasar Teori.................................................................................................. 119
A. Deskripsi Singkat ................................................................................ 119
B. Latihan Identifikasi Referensi ........................................................... 121
MODULE XI MEMBACA INFERENSI ............................................................ 126
1. Indikator ...................................................................................................... 126
2. Dasar Teori.................................................................................................. 126
A. Deskripsi Singkat................................................................................. 126
B. Pertanyaan Inferensi........................................................................... 127
C. Latihan Inferensi ................................................................................. 129
Listening Comprehension ...................................................................................... 137
A. Deskripsi Singkat ........................................................................................ 137
B. Mini Talk ..................................................................................................... 138
C. LONGER CONVERSATION.................................................................... 140
JENIS-JENIS PERTANYAAN LISTENING................................................. 146
CONTOH-CONTOH SOAL SERTA ALTERNATIF PILIHAN
JAWABAN SESUAI JENIS PERTANYAANYA ........................................ 148
STRATEGIES.................................................................................................... 151
Skill 1: Focus On The Last Line .................................................................. 151
Skill 2: Choose Answers With Synonyms .................................................. 153
Skill 3: Avoid Similar Sounds ...................................................................... 155
Skill 4: Draw Conclusions About Who, What, Where ............................ 157
Skill 5: Listen For Who and What in Passives .......................................... 161
Skill 6: Listen For Who And What with Multiple Nouns ....................... 163

Skill 7: Listen For Negative Expressions ..................................................... 167

Skill 8: Listen For Double Negative Expressions ........................................ 170

vii
Skill 9: Listen For “Almost Negative” Expressions ................................... 174
Skill 10: Listen For Negatives With Comparatives .................................... 177

viii
 Structure and Written Expresssion
(Struktur Kalimat dan Ungkapan Tertulis)

A. Deskripsi Singkat
Dalam TOEFL, Structure and Written Expression bertujuan untuk menguji
kemampuan Anda da mengidentifikasi bahasa Inggris tulis yang digunakan dalam
situasi formal (formal written English). Banyak ekspresi-ekspresi bahasa Inggris
yang bisa diterima dalam komunikasi lisan, namun tidak bisa diterima atau tidak
lazim digunakan dalam komunikasi tulis, apalagi yang bersifat formal, Karena itu,
pada bagian ini Anda dituntut untuk bisa menentukan kalimat-kalimat mana yang
paling efektif, dan benar dalam pengungkapannya. Dalam hal ini, Anda dituntut
untuk memilik pengetahuan yang cukup tentang grammar, sehingga Anda bisa
dengan mudah mengidentifikan kesalahan-kesalahan yang ada pada kalimat-
kalimat tersebut.
Structure and Written Expression terdiri dari dua bagian, yaitu Part A dan Part B.
Part A berupa pertanyaan-pertanyaan yang menanyakan tentang struktur (structure)
sedangkan Part B berupa pertanyaan-pertanyaan yang menanyakan ekspresi bahasa
Inggris tulis (written expression). Structure and Written Expression terdiri dari 40
pertanyaan/soal. Part A terdiri dari 15 pertanyaan (nomor 1 sampai dengan 15)
sedangkan Part B terdiri dari 25 pertanyaan (nomor 16 sampai dengan 40).
PART A
Part A, yang terdiri dari 15 pertanyaan/soal, dirancang untuk menguji kemampuan
Anda dalam mengenali bahasa yang tepat dipakai dalam bahasa Inggris tulis standar
(standard written English). Kelima belas pertanyaan tersebut semuanya berupa
kalimat-kalimat tidak lengkap. Di bawah masing-masing kalimat (item soal), Anda
akan menjumpai empat pilihan (A, B, C, atau D) yang k berupa kata atau frase.
Anda harus memilih salah satu dari keempat pilihan tersebut yang paling tepat
digunakan untuk melengkapi kalimat soal.
Berikut ini adalah petunjuk mengerjakan soal pada Part A disertai satu contoh soal
beserta jawaban dari soal tersebut.

1
 PART A
DIRECTIONS
Questions 1 - 15 are incomplete sentences. Beneath each sentence you
will see four words or phrases, marked (A), (B), (C), and (D). Choose the one
word or phrase that best completes the sentence. Then, on your answer sheet, find
the number of the guestion and fill in the space that corresponds to the letter of
the answer you have chosen. Fill in the space s0 that the letter inside the oval
cannot be seen.

PETUNJUK
(Pertanyaan 1 - 15 berupa kalimat-kalimat tidak lengkap. Di bawah
masing-masing kalimat, Anda akan melihat empat kata atau frase yang ditandai
dengan huruf (A)(B),(C), dan (D). Pilihlah satu kata atau frase yang paling tepat
untuk melengkapi kalimat tersebut. Kemudian pada lembar jawab Anda, temukan
nomor pertanyaan tersebut dan hitamkan bulatan yang sesuai dengan huruf
(pilihan) jawaban Anda. Hitamkan sampai huruf di tengah bulatan tersebut tidak
terlihat.)

Contoh soal:
During the Daytona 500, the lead car .............. , Ieaving the others far behind.
(A) forwarded rapidly
(B) advanced rapidly
(C) advanced forward rapidly
(D) advanced in a rapidly manner

Jika pengetahuan grammar Anda memadai, ketika Anda membaca soal di atas,
Anda akan tahu bahwa setelah subjek the lead car, diperlukan sebuah kata kerja.
Kata forwarded (option A) bukan kata kerja. Karena itu (A) bukan jawaban yang
tepat untuk melengkapi kalimat soal. Kata advanced pada option (B) adalah kata

2
kerja yang tepat untuk melengkapi kalimat soal. Kata keterangan rapidly
memberikan penjelasan (modifier) pada kata advanced. Jadi, option (B) adalah
jawaban yang benar. Option (C) bukan jawaban yang benar, karena frase advanced
forward merupakan pemborosan (redundant). Kata advanced berarti move forward.
Jadi, penggunaan kata advanced dengan forward secara bersama-sama tidaklah
diperlukan. Sementara itu, option (D) juga tidak tepat, karena kata rapidly
digunakan di dalam posisi sebagai kata sifat (adjective). Seharusnya, rapidly
digunakan dalam posisi sebagai kata keterangan (adverb).
Dalam menjawab setiap soal atau pertanyaan pada Part A, strategi yang bisa Anda
gunakan antara lain sebagai berikut:
1. Baca satu kalimat secara keseluruhan yang dilengkapi dengan jawaban yang
ada pada pilihan (A).
2. Jika kalimat itu tidak benar, coba temukan alasan mengapa kalimat itu tidak
benar.
3. Jika Anda bisa menemukan alasan mengapa jawaban (A) tidak benar, lanjutkan
ke jawaban (B), (C), dan (D).
4. Jika Anda tetap tidak yakin, coba ingat-ingat pola kalimat pada soal tersebut.
5. Jika Anda tidak bisa menemukan jawaban yang benar, abaikan jawaban-
jawaban yang jelas-jelas salah dan tebaklah.

PART B
Part B, yang terdiri dari 25 pertanyaan, berupa kalimat-kalimat, di mana masing-
masing kali memiliki empat kata atau frase yang digaris bawah, dan ditandai dengan
huruf (A), (B), (C, atau (D). Anda diminta memilih salah satu dari keempat kata
atau frase tersebut yang harus diganti untuk membuat kalimat itu menjadi benar.
Dengan kata lain, Anda diminta untuk memilih salah satu dari keempat kata/frase
yang salah.
Berikut ini adalah petunjuk mengerjakan soal pada Part B disertai satu contoh soal
beserta bahasa, jawaban dari soal tersebut.

3
 PART B
DIRECTIONS
In questions 16 - 40, each sentence has four underlined words or phrases. The
four underlined part of the sentence are marked (A), (B), (C), and (D). Identify
the one underlined word or phrase that must be changed in order for the sentence
to be correct. Then, on your answer sheet, find the number of the guestion and
fill in the space that corresponds to the letter of the answer you have chosen.

PETUNJUK
(Pada soal no. 16 - 40, setiap kalimat memiliki empat kata atau frase yang digaris
bawah. Keempat bagian kalimat yang digaris bawah tersebut ditandai dengan
huruf (A), (B), (C), dan (D). Temukan satu kata atau frase yang digaris bawah
yang harus diganti agar kalimat itu menjadi benar. Kemudian, pada lembar
jawab Anda, temukan nomor soal/pertanyaan tersebut dan hitamkan bulatan
sesuai dengan huruf jawaban yang telah Anda pilih.)

Contoh:
In the United States, there are much holidays throughout the year.
A B C D

Dari contoh di atas, Anda segera tahu bahwa kata much harus diikuti kata benda
tidak dapat dihitung (non-countable nouns). Sedangkan kata holidays adalah kata
benda bisa dihitung (countable nouns): Jadi, penggunaan kata much dalam soal di
atas adalah salah dan harus diganti, Karena itu jawaban soal tersebut adalah (C).
Untuk Mengerjakan soal pada Part B, Anda bisa menggunakan strategi sebagai
berikut:
1. Bacalah keseluruhan kalimat soal yang sedang Anda kerjakan.
2. Jika Anda belum bisa menemukan kesalahan, coba ingat-ingat pola-pola
kalimat yang dijelaskan pada buku-buku tata bahasa. Bagian-bagian kalimat
bergaris bawah yang benar adalah | sesuai dengan pola-pola yang ada.
3. Jika Anda masih belum bisa menemukan kesalahan pada kata frase yang
bergaris bawah, pastikan Anda memilih satu jawaban.

4
B. Review Tata Bahasa
Ada banyak unsur tata bahasa yang diujikan dalam bagian grammar. Pada
pertemuan pertama, topik yang dibahas ialah :
 Subject Verb Agreement
 Conditional Sentences
 Infinitive and Gerund
 Elliptical Sentences (too, so, either, neither, both)
 Degree of Comparison
 Word Order
 Causative Verbs
 Subjunctive
 Parallel Structure
 Redundancy
 Inversion Sentences

5
 MODULE I
SUBJECT VERB AGREEMENT/CONCORD
(Kesesuaian antara Subjek dan Kata Kerja)

1. Indikator
 Students mention some types of subject-verb agreement.
 Students make some sentences based on the subject pointed by the lecturer.

2. Dasar Teori
Subject Agreement/concord merupakan kesesuaian antara subjek kalimat
dengan kata kerja kalimat tersebut. Bila suatu kalimat memiliki subjek tunggal, kata
kerjanya harus tunggal pula. Jika kalimat tersebut memiliki subjek jamak, kata
kerjanya juga harus jamak.
Contoh:
 A rabbit eats grass. (Kelinci makan rumput.)
tunggal tunggal
 Rabbits eat grass. (Kelinci-kelinci makan rumput.)
Jamak jamak
 Some students are in the classroom. (Beberapa siswa di ruang kelas).
Jamak jamak
 The danger of narcotics makes parents feel worried.
Jamak jamak
(Bahaya narkotik membuat orangtua merasa gelisah.)

Walaupun teorinya sederhana, kadang orang merasa bingung untuk menentukan

apakah kata kerja suatu kalimat sudah sesuai dengan subjek kalimat itu, terutama
bila antara subjek dan kata kerja dipisahkan oleh kata atau frase. Karena itu, ketika
Anda mengerjakan TOEFL harus sangat berhati-hati. Pastikan bahwa subjek
kalimat yang dihadapi itu tunggal atau jamak, kemudian kata kerjanya harus
disesuaikan.

6
 Berikut ini diberikan rambu-rambu untuk membantu Anda memahami
kesesuaian antara subjek kalimat dan kata kerjanya.

a. Kesesuaian antara Subject yang diikuti of/o Win dengan Verb (kata
kerja).
Subject + Preposition of/on/in ...... + Verb

Frase yang berawal dengan of, on, in yang mengikuti Subject tidak
memengaruhi jumlah Subject. Jika Subject yang berada di depan of/on/in berbentuk
tunggal, kata kerjanya juga harus tunggal. Jika Subject yang berada di depan
of/on/in berbentuk jamak, kata kerjanya juga harus jamak.
 The study of local people in this village is necessary to carry out.
(Studi tentang penduduk di desa ini perlu dilakukan)
 The students in the classroom are doing an English test.
(Para siswa di kelas itu sedang mengerjakan tes bahasa Inggris)
 All proposals on the project have been signed up.
(Semua proposal proyek itu sudah ditandatangani)
 Some employees in the company were hospitalized yesterday.
(Beberapa karyawan perusahaan ini sakit kemarin)
 The view of these disciplines varies from time to time.
(Pandangan terhadap bidang—bidang ilmu ini berbeda—beda dan waktu ke
waktu)
b. Kesesuaian antara Subject yang berupa kata ganti orang tak tentu
(indefinite pronouns) dengan Verb-nya.
Indefinite Pronouns + Verb

Kata ganti orang tak tentu (indefinite pronouns) selalu dianggap tunggal.
Karena itu kata kerja kalimatnya juga harus berbentuk tunggal. Contoh indefinite
pronouns adalah any +...., no + singular noun, some + singular noun, every +
singular noun dan each + singular noun.

7
1) any + : anybody, anyone, anything
 Is there anybody here?
(Apakah ada seseorang di sini?)
 Is anyone permitted to borrow books in this library?
(Apakah siapa pun diizinkan meminjam buku di perpustakaan ini?)
2) no + singular noun nobody, no one, nothing
 Nobody speaks English better than Jane does.
(Tak seorang pun berbicara bahasa Inggris lebih baik dari Jane)
 No one is allowed to enter the room.
(Tak seorang pun diizinkan masuk ruangan itu)
3) some + singular noun : somebody, someone, something
 Something was under your house.
(Sesuatu ada di bawah rumahmu)
 Someone is coming.
(Seseorang datang)
4) every + singular noun: everybody, everyone, everything
 Everybody who has got a ticket should wait for the bus in that room.
(Setiap orang yang telah mendapatkan tiket harus menunggu bus di
ruangan itu)
 Everything is under control.
(Segalanya terkendali)
 Has everyone got the invitation?
(Apakah setiap orang sudah mendapatkan undangan?)
5) each + singular noun: each person, each student, each room, etc.
 Each student has the right to get all the school services.
(Setiap siswa memiliki hak untuk mendapatkan semua layanan sekolah)
 Each room is well decorated.
(Setiap ruangan dihias dengan cantik)
 Each person obeys the rules.
(Setiap orang mematuhi aturan.)

8
c. Kesesuaian antara Subject yang diikuti along with, together with,
accompanied by, as well as, dengan Verb-nya.
Subject + along with/together with ..... + Verb
(together with) …
(accompanied by)…
(as well as) …
Frase seperti along with, together with, accompanied by, as well as yang
mengikuti Subject, tidak memengaruhi jumlah Subject.
 The teacher, together with his students, is waiting for the train.
(Guru, bersama-sama dengan murid-muridnya, sedang menunggu kereta).
 Doni, along with his brothers and sisters, is going to the concert tonight.
(Doni, bersama dengan saudara-saudara laki—laki dan perempuannya,
sedang pergi ke konser malam ini).
 All people, as well as their leader, were having a ceremony on the top of
the mountain when I visited their village.
(Semua penduduk, juga pemimpinnya, sedang mengadakan upacara di
puncak gunung ketika saya mengunjungi desa mereka).
 The President, accompanied by some of his ministers, is visiting the rural
village now.
(Presiden, disertai beberapa menterinya, sedang mengunjungi desa
terpencil itu sekarang).

d. Kesesuaian antara Subject yang berupa Verb + ing dengan Verb-nya.

Verb-ing + Verb

Kata kerja bentuk —ing (verb-ing) yang berposisi sebagai Subject kalimat
selalu dianggap tunggal. Karena itu kata kerja kalimat tersebut juga harus
tunggal.
 Writing stories is my hobby. (Menulis cerita adalah hobiku)
 Learning how to communicate in English is greatly needed in this modern
era.

9
 (Belajar cara berkomunikasi dalam bahasa Inggris sangat diperlukan dalam
zaman modern ini).
 Discussing problems among students was our tradition in the past, but now
everything looks different.
(Membicarakan masalah-masalah di antara siswa adalah tradisi kami
dahulu, tapi kini segalanya tampak berubah).
Namun jika Subject tersebut terdiri dari dua kata kerja Verb+ing yang
dihubungkan dengan kata sambung and, jumlah Subjek menjadi jamak. Lihat
contoh:
 Fishing and swimming are two interesting activities when we have a picnic
to the beach.
(Memancing don berenang adalah dua aktivitas menarik ketika kita
mengadakan wisata ke pantai).
 Reading stories and writing letters to his friends from California that he does
almost everyday make his English improve better than the others.
(Membaca cerita dan menulis surat ke teman—temannya dari California
yang dia lakukan hampir setiap hari membuat bahasa Inggris dia meningkat
lebih baik dari lainnya).
e. Kesesuaian antara Subject yang berupa None/No dengan Verb-nya.
None/No + Verb

Kata none/no berarti tidak ada. Apabila none/no berposisi sebagai Subject
kalimat, none/no bisa berbentuk jamak maupun tunggal, tergantung pada kata
benda yang mengikutinya. Perhatikan pedoman berikut.
1) none + of the + non-countable noun + singular verb
(none + of tile + benda tak bisa dihitung + kata kerja tunggal)
Contoh:
 None of the information has been got by the applicants.
(Tidak ada informasi yang didapatkan oleh para pelamar)
 None of the counterfeit money has been found.
(Belum ada tiang palsu yang ditemukan.)

10
2) none + of the +plural count noun + plural verb
(none + of the + benda bisa dihitung yang jamak + kata kerja jamak)
Contoh:
 None of the farmers have tried the new fertilizer.
(Tidak ada petani yang telah mencoba pupuk haru tersebut)
 None of the students have submitted their tasks.
(Belum ada siswa yang mengumpulkan tugas—tugas mereka)
3) no + singular noun + singular verb
(no + benda tunggal + kata kerja tunggal)
Contoh:
 No example was given by the teacher.
(Tidak ada contoh yang diberikan oleh guru)
 No example is relevant to this case.
(Tidak ada contoh yang relevan untuk kasus ini)
4) no + non-count noun + singular verb
(no + benda tak bisa dihitung + kata kerja tunggal)
Contoh:
 No water is available here.
(Tidak ada air yang tersedia di sini)
 No sand was provided to build houses.
(Tidak ada pasir yang tersedia untuk membangun rumah)
5) no + plural noun + plural verb
(no + benda jamak + kata kerja jamak)
Contoh:
 No examples were given by the teacher.
(Tidak ada con toh yang diberikan oleh guru)
 No participants agree to the application of the rules.
(Tidak ada peserta yang setuju dengan penerapan aturan-aturan itu)
 No patients like the way the doctor treats them.
(Tidak ada pasien yang suka cara dokter itu memberikan tindakan
kepada mereka)

11
f. Kesesuaian antara Subject yang berupa Either .... or dan .... Neither ...
+ nor dengan Verb-nya.
Either ... or ... + Verb
Neither ... nor ... + Verb

Subject kalimat yang berupa Either ... or atau berupa Neither ... nor ... akan
sangat dipengaruhi oleh keberadaan kata benda setelah or atau setelah nor …
Secara rinci, aturan penggunaan either/ neither adalah sebagai berikut:
1) Jika kata benda setelah or atau nor adalah tunggal (singular), kata kerjanya
juga tunggal.
Neither or Singular
Noun Singular noun
Either nor verb
Contoh:
 Neither Rony nor Rudy is going to the party today.
 Either John or William likes dancing.
2) Jika kata benda setelah or atau nor adalah jamak (plural), kata kerjanya
juga jamak.
Neither or
Noun nor Plural noun Plural verb
Either
Contoh:
 Neither Rony nor her daughters are going to the party today.
 Either John or all his daughters like dancing.
g. Kesesuaian antara Subject yang berupa Kata Benda Kolektif
(collective noun) dengan Verb.

1) Ada beberapa kata benda kolektif. Biasanya benda-benda tersebut dianggap

tunggal.
Karena itu kata kerjanya juga harus tunggal. Berikut ini adalah beberapa
contoh kata benda kolektif. Namun ada pula benda-benda yang selalu
berbentuk jamak, sehingga kata kerjanya juga harus jamak.
 Family (keluarga)
 Team (tim)
 Jury (juri)

12
  Commitee (komite/panitia)
 Government (pemerintah)
 Crowd (masa/kerumunan)
 Club (klub)
 Minority (minoritas)
 Congress (kongres)
 Organization (organisasi)
 Public (publik/umum)
 Army (angkatan bersenjata)
Contoh kalimat:
 The poor family has got fund from the readers of the newspapers.
(Keluarga miskin itu telah memperoleh dana dari pembaca koran itu)
 Our team has become the winner of the competition.
(Tim kami telah memenangkan kompetisi tersebut)
 The organization grows bigger this year.
(Organisasi tersebut tumbuh menjadi lebih besar tahun ini)
 The government has decided to stop the use of narcotics in the country.
(Pemerintah telah memutuskan untuk menghentikan pemakaian
narkotik di negara itu.)
2) Benda-benda yang menandakan kelompok binatang juga dianggap tunggal
dan karena itu kata kerjanya juga harus tunggal.
Contoh:
 School of fish (sekelompok ikan)
 Pride of lions (sekawanan singa)
 Flock of birds, sheep (sekawanan burung, domba)
 Herd of cattle (sekelompok ternak)
 Pack of dogs (sekawanan anjing)
Contoh kalimat:
 A school of fish always swims along this beach.
(Sekelompok ikan selalu berenang di sepanjang pantai ini.)

13
  A flock of birds was flying to the south.
(Sekawanan burung sedang terbang ke selatan.)
 A pack of dogs was barking all days.
(Sekawanan anjing menggonggong sepanjang hari)
3) Benda-benda kolektif yang menandakan waktu, uang dan ukuran yang
digunakan secara keseluruhan juga dianggap tunggal.
Contoh:
 Thirty minutes is not enough time to finish the English test.
(Tiga puluh menit bukan waktu yang cukup untuk menyelesaikan tes
bahasa Inggris itu)
 Ten kilometers is too much to run in one hour.
(Sepuluh kilometer terlalu berat untuk ditempuh dengan lari selama 1
jam.)
 Thirty dollars is too expensive for this kind of tape recorder.
(Tiga puluh dolar terlalu mahal untuk tape recorder semacam ini).
4) Ada benda-benda yang selalu dianggap jamak, kecuali di depannya ada
frase “ a pair of”.
Beberapa contoh:
 Tweezers
 Pliers,
 Jeans
 Shorts
 Trousers
 Eyeglasses
 Scissors
Contoh kalimat:
 The pliers were in the drawer.
(Tang ada di laci)
 The pair of pliers was in the drawer.
(Sepasang tang ada di laci)

14
  These scissors are very sharp.
(Gunting ini sangat tajam)
 This pair of scissors is very sharp.
(Sepasang gunting ini sangat tajam.)
 The jeans were very nice.
(Jeansnya sangat bagus.)
 The pair of jeans was very nice.
(Sepasang jeans ini sangat bagus.)
5) Kalimat yang berawal “There is/There are, Subject kalimatnya berada
setelah kata kerja.
There is
There was Singular subject/non-count
There has been
There are
There were Plural subject
There have been
Contoh:
 There is a nice house near the bridge.
(Ada sebuah rumah bagus di dekat jembatan)
 There was a big storm last night.
(Ada badai besar kemarin malam)
 There have been many applicants coming to this office.
(Sudah banyak pelamar yang datang ke sini)
 There was enough coffee for tomorrow.
(Ada cukup kopi untuk besok)

3. Exercise

Exercise 4: Subject - Verb Agreement/Concord

Choose the correct form of the verb in the following sentences.
1. Neither Andi or his friends (has/have) seen the concert before.
2. Every junior high school student (has/have) to take the final examination.

15
 3. There (has/have) been too many students who have problems in their
family.
4. The army (is/are) preparing kinds of weapons to attack the terrorists.
5. The jury (was/were) discussing the rubrics for the competition when I
came.
6. A pack of small birds (fly/flies) over this village every morning.
7. Our team always (become/becomes) the winner of the annual competition.
8. Either the students or the teacher always (work/works) together to finish
the project.
9. Anybody (is/are) free to visit this interesting place.
10. A pair of trousers (was/were) already bought by my son.
11. Your glasses really (suit/suits) you.
12. Everything (is/are) ready in three days.
13. Ten dollars (is/are) the average price of the goods in this shop.
14. Neither Rina nor Santi (is/are) going visit the handicraft center in
Yogyakarta.
15. No problems (occur/occurs) in the discussion.
16. None of the children (was/were) allowed to play on the beach.
17. Writing poems (is/are) Sinta’s hobby.
18. Mr. Harun, accompanied by his sons and daughters, (is/are) going to visit
the Prambanan temples.
19. The study of the traditions done by local people in this village (is/are) very
important to carry out.
20. No people (is/are) allowed to enter the room.

LATIHAN SOAL: TOEFL PRACTICE (*)

Directions: Questions 1-2 are incomplete sentences. Beneath each sentence you will
see four words or phrases, marked (A), (B), (C) and (D). Choose the one word or
phrase that best completes the sentence. Then, on your answer sheet, find the
number of question and fill in the space that corresponds to the letter of the answer
you have chosen. Fill in the space so that the letter inside the oval cannot he seen.

16
1. Neither Jane nor her brothers a consent form for tomorrow’s field trip.
A. need
B. needs
C. is needing
D. has need

2. Nondurable goods for immediate use and are often less expensive than
durable goods.
A. is intended
B. are intended
C. intent
D. intends
Directions: In questions 1-5, each sentence has four underlined words or phrases.
The four underlined parts of the sentence are marked (A), (B), (C), and (D). Identify
the one underlined word or phrase that must be changed in order for the sentence to
he correct. Then, on your answer sheet, find the number of the question and fill in
the space that corresponds to the letter of the answer you have chosen.

1) The work performed by these officers are not worth our paying them an longer.
A B C D
2) The news of the president’s treaty negotiations with the foreign government
A
were received with mixed emotions by the citizens of both governments.
B C D
3) Air pollution, together with littering, are causing many problems in our large
A B C D
industrial cities today.

4) Lack of sanitation in restaurants are a major cause of disease in some areas of

A B C D
the country.

5) Neither of the girls have turned in the term papers to the instructor yet.
A B C D

17
18
 MODULE II
INFINITIVE AND GERUND
(Kata kerja bentuk dasar dan Kata kerja + ing)
1. Indikator
 Students are able to formulate the model of Gerund and Infinitive.
 Students are able to differentiate the different words refer to Gerund and
Infinitive.
 Students are able to make sentences refer to Gerund and Infinitive.

2. Dasar Teori
Infinitive adalah kata kerja bentuk dasar (verb 1). Di dalam kalimat, infinitive
bisa dipakai dalam bentuk (a) infinitive yang didahului to (to infinitive) seperti to
write, to stall, to do, to learn, etc. dan (b) infinitive tanpa to (infinitive without to)
seperti speak, sleep, invite, divide, etc. Sedangkan gerund adalah kata kerja yang
digunakan/berfungsi sebagai kata benda. Dalam kalimat, gerund berwujud kata
kerja bentuk —ing (verb-ing).
Di dalam TOEFL, infinitive dan gerund sering digunakan secara bersama-sama.
Jika soal tujuannya untuk menguji infinitive, pengecohnya (distractor) biasanya
adalah gerund. Sebaliknya, jika soal bertujuan menguji kemampuan peserta tentang
gerund, pengecohnya berupa infinitive. Karena itu pada bagian ini, infinitive dan
gerund dibahas bersama-sama supaya Anda terbiasa membedakan penggunaan
infinitive dan gerund secara akurat.
A. The Use of Infinitive (Penggunaan Infinitive)
The Use of to Infinitive (infinitive yang didahului to)
Secara ringkas, to infinitive dipakai di dalam kalimat dengan tujuan sebagai
berikut:
1) Sebagai subjek kalimat
 To live in Jakarta is expensive.
(Tinggal di Jakarta adalah mahal)
 To go there means to die.
(Pergi ke sana berarti mati)

19
2) Sebagai kata yang menerangkan benda
 Do you have something to eat?
(Apakah kamu punya sesuatu untuk dimakan?)
 We have some problems to discuss this week.
(Kita punya beberapa masalah untuk didiskusikan minggu ini)
3) Sebagai kata yang menerangkan kata sifat.
 This bread is delicious to eat.
(Roti ini enak untuk dimakan)
 These furniture is too expensive to buy.
(Mebel ini terlalu mahal untuk dibeli)
Kata-kata sifat berikut ini selalu diikuti oleh to infinitive.
Common usual able anxious
Boring pleased strange eager
Easy difficult hard good
Prepared ready dangerous
4) Sebagai kata yang menerangkan kata tanya (wh-words) atau klause (clause)
 I don’t know how to go home.
(Saya tidak taint bagaimana cara pulang)
 Do you know what to do?
(Apakah kamu taint apa yang harus dilakukan?)
5) Kelompok kata kerja di bawah ini selalu diikuti oleh to infinitive.
tend (cenderung) learn (belajar)
prepare (bersiap) fail (gagal)
intend (bermaksud) claim (menuntut)
expect (berharap) plan (berencana)
attempt (mencoba) strive (berusaha)
want (ingin) hope (berharap)
pretend (berpura-pura) desire (ingin)
hesitate (meragukan) seem (tampak)
agree (setuju) decide (memutuskan)

20
 need (perlu) refuse (menolak)
demand (menuntut) offer (menawarkan)
forget (lupa) wish (berharap)
Contoh:
 He agreed to discuss the problem with me.
(Dia setuju untuk membicarakan masalah itu denganku.)
 The president will attempt to reduce inflation in the next five years.
(Presiden akan mencoba menekan inflasi dalam lima tahun ke depan.)
 She decided to buy one more computers for her children.
Dia memutuskan untuk membeli satu komputer lagi untuk anaknya)
 I plan to finish the project in three months.
(Saya berencana menyelesaikan proyek ini dalam tiga bulan)
6) To infinitive juga dipakai untuk menyatakan tujuan
 He came here to meet you.
(Dia datang ke sini untuk menemuimu.)
 She went to Canada to continue her study.
(Dia pergi ke Kanada untuk melanjutkan sekolahnya.)
B. The Use of Infinitive Without To (infinitif tanpa to)
1) Infinitif tanpa to dipakai setelah kata kerja modals seperti can-could, may—
might, must, have/has/had to, shall-should, will—would.
 He can swim well.
(Dia dapat berenang dengan baik.)
 You should meet your mother.
 (Kamu harus menemui ibumu.)
 They would submit their tasks soon.
(Mereka segera akan mengumpulkan tugas mereka.)
2) Infinitive tanpa to dipakai setelah kata kerja let, make, and help.
 You have to let me go or I will bite you.
(Kamu harus membiarkanku pergi atau aku akan menggigitmu.)
 Her failure makes her cry all the time.

21
 (Kegagalannya membuat diri menangis sepanjang hari.)
 The teacher always helps the students solve various problems related to their
study.
(Guru selalu membantu pain siswa memecahkan berbagai masalah yang
berkaitan dengan studi mereka)

C. The Use of Gerund (Penggunaan Gerund)

Gerund adalah kata kerja yang berfungsi sebagai benda. Wujudnya adalah kata
kerja bentuk —ing (verb-ing). Karena perannya sebagai kata benda, gerund bisa
berfungsi sebagai subjek objek, maupun complement. Kadang gerund juga harus
dipakai setelah kata kerja tertentu. Secara ringkas, penggunaan gerund adalah
sebagai berikut:
1) Gerund dipakai sebagai subject kalimat.
 Swimming makes our bodies healthy.
(Berenang membuat badan kita sehat)
 Reading novels is my hobby.
(Membaca novel adalah hobi saya)
 Being a good doctor is my ambition.
(Menjadi dokter yang baik adalah cita-cita saya)
2) Gerund dipakai jika mengikuti kata kerja berikut ini:
Resent avoid Postpone enjoy
Deny practice Appreciate resist
Suggest can’t help Report finish
Miss quit Delay resume
Admit consider Mind recall
Risk
Contoh:
 He always denies helping me.
(Dia selalu menolak membantuku)
 I admitted loving her.
(Saya mengakui mencintai dia)

22
  They enjoy watching the film.
(Mereka menikmati menonton film itu)
 Students are hoped to practice speaking English.
(Para Siswi diharapkan praktik berbicara bahasa Inggris)
 Why do you always avoid meeting her?
(Mengapa kamu selalu menghindar bertemu denganku?)
 You shouldn’t resist entering the building in such condition.
(Kamu seharusnya tidak menolak masuk bangunan dengan kondisi seperti
itu)
3) Gerund dipakai di belakang preposisi, baik preposisi yang didahului oleh kata
kerja (verb), kata sifat (adjective), maupun benda (noun).
a. Verb + Preposition
Lihat kata kerja kata berikut ini. Mereka selalu diikuti preposisi. Apabila ada
kata kerja di belakangnya, kata kerja tersebut harus berbentuk gerund (verb—
ing).
Approve of think of Insist on count on
Give up put off Succeed in object to
Rely on depend on Look forward to confess to
Worry about think about Be better off keep on
Contoh:
 You should give up smoking for the sake of your health.
(Kamu seharusnya berhenti merokok demi kesehatanmu)
 My sister insisted on taking the bus instead of the plane.
(Saudara perempuanku mendesak naik bus sebagai pengganti naik
pesawat)
 I am thinking of going to Bali with you.
(Saya sedang berpikir untuk pergi ke Bali)
 I am looking forward to meeting you at an interview.
(Saya menunggu untuk bertemu dengan Anda dalam sebuah wawancara.)

23
 b. Adjective + Preposition
Kata kerja yang mengikuti kata sifat (adjective) + preposisi, juga harus
berbentuk gerund (verb + ing). Kelompok kata sifat tersebut antara lain:
Accustomed to capable of
Intent to successful in
Afraid of fond of
Interested in tired of
Contoh:
 Sandra is afraid of discussing her problems with you.
(Sandra takut membicarakan masalahnya denganmu)
 My parents are interested in living in a small village.
(Orangtua saya tertarik untuk tinggal di sebuah desa kecil)
 He is successful in finishing all his tasks during the study.
(Dia berhasil menyelesaikan semua tugas selama studi)
c. Noun + Preposition
Kata benda (noun) + preposition juga ada yang harus diikuti oleh verb-ing
(gerund). Lihat tabel berikut.
excuse for choice of
possibility of intention of
reason for method for
Contoh:
 Rendi has no excuse for dropping out of school.
(Rendi tidak memiliki alasan untuk ke luar dan sekolah)
 We have possibility of winning the competition.
(Kita memiliki kemungkinan untuk memenangkan pertandingan)
 You have no reason for leaving your family.
(Kami tidak memiliki alasan untuk meninggalkan keluargamu)
4) Gerund juga digunakan untuk pelengkap kalimat (complement)
 My hobby is reading novels.
(Hobi saya adalah membaca novel)

24
  Their favourite activity is playing music.
(Aktivitas favorit mereka adalah bermain musik)
5) Gerund juga dipakai sebagai kata yang menerangkan benda (noun modifiers).
 You can wait for me in the waiting room.
(Kamu ia menungguku di ruang tunggu.)
 You can go to the swimming pool if you want.
(Kamu bisa pergi ke kolam renang kalau kau mau)
6) Gerund juga dipakai pada susunan kalimat “It … ing.”
 It is nice talking with you.
(Senang berbincang-bincang denganmu.)
 It is no use trying to meet her.
(Tidak ada gunanya berusaha menemui dia)

Note:
Kelompok kata kerja berikut bisa diikuti oleh gerund maupun to infinitive
Begin continue Can’t stand dread
Hate love Like prefer
Regret try Start
Contoh:
Indra started to study after lunch.
OR
Indra started studying after lunch. (indra mulai belajar setelah makan siang.)
3. Exercise
Exercise 9: Infinitive and Gerund
Choose the correct form of the verb in parentheses.
1. Rendi has no excuse for (drop/to drop/dropping) out of school.
2. Why do you always avoid (meet, to meet, meeting) her?
3. You should give up (smoke/to smoke/smoking) for the sake of your health.
4. The girl is fond of (dance, to dance, dancing).
5. The teacher decided (accept/accepting/to accept) the paper.
6. They appreciate (to have/having/have) this information.

25
7. Your family did not approve of your (go/going/to go) to Europe.
8. We found it very difficult (reach/reaching/to reach) a decision.
9. Dona is interested in (open/ to open/opening) a canteen.
10. Indra has no intention of (leave/to leave/leaving) his village.
11. We are eager (return/to return/returning) to school after the holiday.
12. You would be better off (to buy/buying) this computer.
13. She refused (to accept/accepting) the gift.
14. Mary regrets (to be/being) sick yesterday.
15. All participants should enter the (to meet/meeting) room soon.
16. My sister always helps me (do/to do/doing) some corrections on my thesis.
17. You have to let me (go/going/to go) or I will bite you.
18. They want (finish/to finish/finishing) their work on time.
19. In front of him, I do not know what (say/to say/saying).
20. I want to make you (feel, to feel/feeling).

Latihan Soal: TOEFL Practice (*)

Directions: Questions 1-4 are incomplete sentences. Beneath each sentence you will
see four words or phrases, marked (A), (B), (C), and (D). Choose the one word or
phrases that best completes the sentence. Then, on your Answer Sheet, find the
number of the question and fill in the space that corresponds to the letter of the
answer you have chosen. Fill in the space so that the letter inside the oval cannot he
seen.
1. The data on the winter migration patterns of the monarch butterfly is very …
A. interested
B. interest
C. interesting
D. of interest
2. A good student must know
A. to study hard
B. to be a good student
C. how to study effectively

26
 D. the way of efficiency in study
3. Fingerprints have been employed … criminal, amnesia victims, and unknown
dead.
A. to identifying
B. identifies
C. identifying
D. to identify
4. She is looking forward to to Europe after she finishes her
studies at the university.
A. go
B. to go
C. going
D. went
5. Early craftsmen did not have the technology that would have allowed them …
their wares.
A. to storing and transporting
B. to store and transport
C. storing and transporting
D. store and transport
Directions: in questions 1-3, each sentence has four underlined words or phrases.
The four underlined parts of the sentence are marked (A), (B), (C), and (D). Identify
the one underlined word or phrase that must be changed in order for the sentence to
be correct. Then, on your answer sheet, find the number of the question and fill in
the space that corresponds to the letter of the answer you have chosen.
1. His father does not approve of him to go to the banquet without dressing
A B C
formally.
D
2. After to take the medication, the patient became drowsy and more manageable.
A B C D

27
3. She is looking forward to go to Europe after she finishes her studies at the
A B C D
university.

28
 MODULE III
ELLIPTICAL SENTENCESwith
Too, So, Either, Neither, Both
1. Indikator
 Students are able to formulate the rule of using too, so, either, neither and both
in sentences.
 Students are able to complete the exercises provided correctly.
 Students are able to correct the peer-excercices.

2. Dasar Teori
Kata so dan too dipakai untuk mengungkapkan “apabila seseorang melakukan
sesuatu dan kita ingin menambahkan seseorang atau sesuatu yang lain melakukan
hal yang sama, kita menggunakan so atau too dalam kalimat eliptik. Tujuannya
adalah untuk menghindari pengulangan penggunaan kata yang sama. Kata so dan
too digunakan untuk kalimat positif sedang kata either dan neither digunakan untuk
kalimat negatif.
1) Bila klausa utama menggunakan he, klausa kedua (klausa yang disingkat) juga
menggunakan he.
Subject + he + too
Positive sentence be
So + he + subject
Contoh:
 I am a university student, and you are, too.
 I am a university student, and so are you.
2) Jika pada klausa pertama memiliki kata kerja bantu (auxiliary) yang diikuti kata
kerja utama (main verb), auxiliary tersebut digunakan pada klausa kedua.
Namun bentuk auxiliary tersebut menyesuaikan dengan subjek kalimat. Contoh
penggunaan auxiliary+ verb adalah will go, should do, has visited, must write,
etc.
 My friends will come to my house tomorrow, and my teacher will too.
 My friends will come to my house tomorrow, and so will my teacher.
 She is going to visit her friend tonight, and I am, too.

29
  She is going to visit her friend tonight, and so am I.
 They have written some novels, and he has, too.
 They have written some novels, and so has he.
3) Jika pada klausa pertama, tidak ada auxiliary, melainkan hanya kata kerja utama
saja (misal work, works, worked), auxiliary do, does, atau did, harus dipakai
pada klausa kedua.
 Andi goes to school everyday, and his sister does too.
 Andi goes to school everyday, and so does his sister.
 You like her, and I do, too.
 You like her, and so do I.
 They went home early yesterday, and Susi did too.
 They went home early yesterday, and so did Susi.
Untuk kalimat negatif, kata either dan neither yang dipakai. Aturannya sama dengan
penggunaan kata so dan too. Dalam kalimat negatif, kata too diganti dengan kata
either. Kata so diganti dengan kata neither. Hanya, jika kata neither sudah dipakai,
klausa yang bersangkutan tidak memerlukan kata not lagi, walaupun klausa tersebut
bermakna negatif. Alasannya, kata neither sebenarnya berasal dari not + either,
yang maknanya sudah negatif.
Lihat contoh-contoh berikut. Bandingkan dengan penggunaan too dan so di atas.
 I am not a university student, and you are not, either.
 I am not a university student, and neither are you.
 My friends will not come to my house tomorrow, and my teacher won’t, either.
 My friends will not come to my house tomorrow, and neither will my teacher.
 She is not going to visit her friend tonight, and I am not, either.
 She is not going to visit her friend tonight, and neither am I.
 They haven’t written some novels, and he has not, either.
 They haven’t written some novels, and neither has he.
 You do not like her, and I do not, either.
 You not like her, and neither do I.
 They did not go home early yesterday, and Susi did not, either.

30
 They did not go home early yesterday, and neither did Susi.
Note:
Apabila kita akan menyebutkan dua orang atau benda secara bersama, kita bisa
menggunakan kata both, yang artinya keduanya.
 Doni and Andri are my brothers. Both are smart at school.
 This hotel has two entrances. Both entrances look strong and nice.
3. Exercise

Exercise 10: Elliptical Sentences

Complete the simple statement of the following sentences with too, so, either, or
neither as well a the appropriate verbs.
1. Andri likes to fly, and Susan
2. My friends will leave for the office early, and I
3. She has written her composition and her friends.
4. I have to go grocery shopping this afternoon, and my brother.
5. He has lived in Thailand for five years, and my father
6. 1 don’t love travelling and my sister
7. We don’t plan to attend the show, and they.
8. She didn’t see anyone she knew, and Tony.
9. 1 am not interested in playing football, and my brother
10. My father can’t stand listening to that music, and my mother
11. My teacher is not so happy with the result of the test, and I.
12. You haven’t worked here long and your sister.
13. My car has not been sold yet, and yours.
14. He didn’t know the answers and I
15. All people were impressed with the speech and my father.

Latihan Soal: TOEFL Practice (*)

Directions: Questions 1-2 are incomplete sentences. Beneath each sentence you will
see four words or phrases, marked (A), (B), (C) and (D). Choose the one word or
phrase that best completes the sentence. Then, on your answer sheet, find the
number of question and fill in the space that corresponds to the letter of the answer
you have chosen. Fill in the space so that the letter inside the oval cannot he seen.

31
1. Florida has not yet ratified the amendment, and …
A. several other states hasn’t either
B. neither has some of the others states
C. some other states also have not either
D. neither have several other states.
2. Pioneer men and woman endured terrible hardships, and …
A. so do their children
B. neither did the children
C. also the children
D. so did their children
Directions: In questions 1-3, each sentence has four underlined words or phrases.
The four underlined parts of the sentence are marked (A), (B), (C), and (D). Identify
the one underlined word or phrase that must be changed in order for the sentence to
be correct. Then, on your answer sheet, find the number of the question and fill in
the space that corresponds to the letter of the answer you have chosen.
1. George has not completed the assignment yet and Maria hasn’t neither.
A B C D
2. Mary and her sister studied biology last year, and so does Jean.
A B C D
3. He isn’t driving to the convention in March, and neither they are.
A B C D

32
 MODULE IV
DEGREE OF COMPARISONS AND CAUSATIVE VERB
(Tingkat Perbandingan)
1. Indikator
 Students are able to identify the kind of comparison.
 Students are capable of actualize the use of comparison in excersises provided.
 Students are capable to formulate the formula of Causative.
 Students are able to accomplish the exercises related to Causative.

2. Dasar Teori

DEGREE OF COMPARISONS
Comparisons (perbandingan) digunakan untuk membandingkan dua benda
atau orang. Kedua benda atau orang tersebut bisa sama, bisa juga berbeda.

A. Equal/Positive Comparison
Equal/Positive Comparison digunakan untuk membandingkan dua benda atau
orang memiliki sifat atau ciri yang sama. Pola-pola perbandingan yang sama adalah
sebagai berikut:
Rumus 1
Subject + verb + as + adjective/adverb + as + noun/pronoun (Se . . .
./sama.. dengan ...)
Contoh :
 Adjective: Sony is as tall as Andi.
(Sony adalah setinggi Andi.)
 Adjective: Your story is as interesting as her story.
(Ceritamu sama menariknya dengan ceritanya)
 Adjective: Sandra is as beautiful as Dessy.
(Sandra itu secantik Dessy)
 Adverb: Nike sings as beautifully as Sari.
(Nike bernyanyi seindah Sari)
 Adverb : The car runs as fast as my car.

33
 (Mobil itu melaju secepat mobilku)
 Adjective : His job is not as difficult as my job.
(Pekerjaannya tidak sesulit pekerjaanku)
Note: untuk kalimat negative, kata as bisa diganti dengan so.
Rumus 2
…like or alike...... (seperti, sama, serupa)
Contoh:
 My painting is like your painting.
(Lukisanku seperti lukisanmu.)
 My house and your house are alike.
(Rumahku dan rumahmu serupa)
Rumus 3
… the same, or ... the same as ..... (sama/sama dengan …)
Contoh:
 This cat and that one are the same.
 This tiger is the same as that tiger.
Rumus 4
subject + verb + the same + now + as + noun/pronoun
Contoh:
 My house as high as your house.
 My house as the same height as your house.
 He speaks the same language as she.
Rumus 5
… similar (to) … (sama/seperti)
Contoh:
 My proposal is similar to that one.
 My speech and your speech are similar.
Rumus 6
… different from ...... (berbeda dengan)

34
Contoh:
 Tokyo is different from New York.
 Indonesia and Thailand are different.

B. Comparative
Comparative digunakan untuk membandingkan dua benda atau orang yang
memiliki perbedaan.
Rumus 1
Adjective + er
Noun
Adverb + er
Subject Verb than
More + adjective/ adverb
Pronoun
Less + adjective/adverb
Contoh :
 Adjective : John is taller than Jane.
(John lebih tinggi daripada Jane)
 Adjective : Indra runs faster than Susi.
(Indra lari lebih cepat daripada Susi).
 Adjective This chair is more comfortable than that one.
(Kursi ini lebih nyaman daripada yang itu)
 Adverb He speaks English more fluently than I.
(Dia berbicara bahasa Inggris lebih lancar daripada saja)
 Adverb : He visits his family less frequently than his wife does.
(Dia jarang mengunjungi keluarganya daripada istrinya)
 Adjective : This year’s exhibit is less impressive than last year’s.
 (Pameran tahun ini kurang mengesankan daripada pameran tahun lalu)
Rumus 2
The + comparative + subject + verb+
The + comparative + subject + verb
(semakin..... , semakin …)

35
Contoh:
 The sooner you come, the better you will be.
(Semakin cepat A ada datang, semakin baik)
 The higher you climb, the nicer you will feel.
 (Semakin tinggi Anda mendaki, semakin nyaman Anda merasakan.)
Rumus 3
The more + subject + verb + the + comparative + subject + verb
(semakin … , semakin …
Contoh:
 The more you study, the more successful you will he.
(Semakin belajar lebih baik, semakin berhasil Anda)
 The more you speak English, the better your skill will he.
(Semakin banyak Anda berbicara bahasa Inggris, semakin baik kemampuan
Anda.)
 The more he rowed the boat, the farther away he got.
(Semakin banyak dia mendayung, semakin jauh dia mencapai)
Rumus 4 (multi number comparatives)
number Much Subject
Subject Verb As (noun) As
multiple Many Pronoun
Number multiples mencakup half (setengah), twice (dua kali), three times (tiga
kali), dan sebagainya.
Contoh:
 This encyclopedia costs twice as much as the other one.
 Andri has half as many records now as I had last year.
C. Superlative
Superlative digunakan untuk membandingkan tiga atau lebih benda atau orang
yang berbeda.
Rumus 1
Subject + verb + the + adjective + est (paling ..., ter ..... )

36
Contoh:
 Borobudur is the biggest temple in Indonesia.
(Borobudur adalah candi paling terbesar di Indonesia)
 The Nile is the longest river in the world.
(Sungai Nil adalah sungai terpanjang di dunia).
Rumus 2
Subject + verb + the + most + adjective .... (paling/ter ...)
Contoh:
 London is the most expensive city in the world.
(London adalah kota termahal di dunia.)
 Andi is the most diligent students in his class.
(Audi adalah siswa paling pandai di kelasnya)

Perubahan Bentuk Comparison

Rules (Aturan) Positive Comparative Superlative
Tambahkan —er atau est pada Small Smaller The oldest
sebagian besar adjective yang terdiri Long Longer The longest
dari satu atau dua suku kata. Hot Hotter The hottest
Tall Taller The tallest
Jika adjective (kata sifat) berakhiran Easy Easier The easiest
dengan sebuah konsonan + y, Pretty Prettier The prettiest
ubahlah y menjadi i dan tambahlah Noisy Noisier The noisiest
—er (comparative) dan est Busy Busier The busiest
(superlative). Happy Happier The happiest
Gunakan more dan most untuk Beautiful More beautiful The most beautiful
adjective yang terdiri dan tiga suku Important More important The most important
kata atau lebih. Believable More believable The most believable
Economical More economical The most economical
Gunakan more dan most pada Hated More hated The most hated
adjective yang berakhiran —ed, -ful, Useful More useful The most useful
—ing, —isix, —otis Boring More boring The most boring
Stylish More stylish The most stylish
Cautious More cautious The most cautious
Bentuk tidak teratur. Good Better The best
Bad Worse The worst
Far Farther/further The farthest/furthest

37
3. Exercise
Exercise 11: Comparisons
Supply the correct forms of the adjectives and adverbs in parentheses.
1. The team felt (bad) than our team about losing the game.
2. You look (happy) than any other people.
3. Susi is (talented) than her sister.
4. I think the whether today is (hot) as the whether a week ago.
5. Your car is much (expensive) than an older one.
6. He plays the piano (well) as his father.
7. The role of Mr. Ridwan in this organization is (important) than Mr.
Indra.
8. The students left (soon) as the teacher had finished the lesson.
9. Some people here are (rich) than others.
10. Your work is (good) than the others’.

Exercise 12: Comparisons

Select the correct form in parentheses in the following sentences.
1. This noodle tastes very (good - well).
2. I feel (weller — better) today than I did yesterday.
3. The girl looks (more pretty — prettier) than that one.
4. Of the three ties, I like the blue one (better — best).
5. Rini is the (less — least) athletic of all the girls in this class.
6. The story is (the better — the best) of the pair.
7. Your suitcase is different (from — than) mine.
8. The colder the weather gets, (sicker — the sicker) I feel.
9. A metal ruler costs (twice more than — twice as much as) a plastic ruler.
10. The museum is the (farther — farthest) away of the three buildings.

38
Latihan Soal: TOEFL Practice (*)
Directions: Questions 1-4 are incomplete sentences. Beneath each sentence you will
see four words or phrases, marked (A), (B), (C) and (D). Choose the one word or
phrase that best completes the sentence. Then, on your answer sheet, find the
number of question and fill in the space that corresponds to the letter of the answer
you have chosen. Fill in the space so that the letter inside the oval cannot be seen.
1. Tuition at an American university runs twenty thousand dollars a semester
A. so high as
B. as high to
C. as high as
D. as high than
2. In U.S. law, a misdemeanor is a crime that is a felony, and usually carries a term
of imprisonment of less than one year for most offenses.
A. lesser than
B. less severe than
C. less than severe
D. severely lesser
3. A dancer, while always graceful and precise in her movements, trains another
athlete.
A. as strenuously
B. more strenuously as
C. as strenuously as
D. as strenuously that
4. The seed heads of teasel plants raise the nap on coarse tweed cloth than do the
machine tools invented to replace them.
A. more efficiently
B. efficiently
C. more efficient
D. most efficient
Directions: In questions 1-20, each sentence has four underlined words or phrases.
The four underlined parts of the sentence are marked (A), (B), (C), and (D). Identify

39
the one underlined word or phrase that must be changed in order for the sentence to
be correct. Then, on your answer sheet, find the number of the question and fill in
the space that corresponds to the letter of the answer you have chosen.
1. Despite his smiling face, the second-place contestant is more sadder than the
A B C D
winner
2. Louise is the more capable of the three girls who have tried out for the part
A B C
in the play.
D
3. The harder he tried, the worst he danced before the large audience.
A B C D
4. The New York City subway system is the most longest underground railroad
A B C
operating in the world.
D

5. Benjamin Franklin was the editor of the larger newspaper in the colonies,
A B
a diplomatic representative to France and later to England, and the inventor of
C
many useful devices.
D

CAUSATIVE VERB
Causative verbs adalah kata kerja yang biasa dipakai untuk menandakan bahwa
seseorang menyebabkan orang lain melakukan sesuatu untuk dirinya (orang yang
pertama). Dalam kenyataan hidup, seseorang bisa meminta/menyuruh orang lain
untuk melakukan sesuatu dengan cara meminta, memaksa, atau mungkin
membayar. Causative verbs terdiri dan have, get, make.

40
A. Have/Get
Clause yang mengikuti have atau get bisa bermakna active maupun passive.
Lihat pola-pola penggunaan have dan get.

(1) ACTIVE
subject + have + objects + verb 1
(any tense) (usually person)

(2) ACTIVE
subject + get + object + verb to infinitive
(any tense) (usually person)

(3) ACTIVE
subject + have + objects + verb 3
(any tense) (usually person)

Perhatikan contoh-contoh berikut.

1. I had my friend repair my handphone.
(My friend repaired my handphone).
Active (Saya meminta teman memperbaiki handphone saya).
2. I got my friend to repair my handphone.
(My friend repaired my handphone).
Active (Saya meminta teman memperbaiki handphone saya.
Teman saya memperbaiki handphone saya)
3. I got my handphone repaired.
(Saya menyebabkan handphone saya diperbaiki)
I had my handphone repaired.
(Saya menyebabkan handphone saya diperbaiki)
Note: The handphone was repaired by somebody.
Passive. (Handphone tersebut diperbaiki oleh seseorang)

41
Berikut ini beberapa contoh active clauses (klausa aktif) dalam kalimat kausatif.
 The president had his advisors arrange a press conference.
(Presiden meminta penasihatnya mengatur konferensi pers)
 Indra has had a friend all of her papers.
(Indra sudah meminta seorang teman untuk mengetik semua papernya)
 Edo is having his father contact an English teacher.
(Edo sedang meminta ayahnya menghubungi seorang guru bahasa Inggris)
 The editor had the contributor attend a composition workshop.
(Editor meminta kontributor menghadiri workshop menulis)
 Joko go his son to type his poems.
(Joko meminta anak laki—lakinya mengetik puisi-puisinya)

Berikut ini beberapa contoh passive clauses (klausa pasif) dalam kalimat kausatif.
 Ali is having his car repaired this week.
(Ali sedang meminta mobilnya diperbaiki minggu ini)
 Siska her paper typed by a friend.
(Siska meminta papernya diketik oleh seorang teman)
 The president is having a press conference arranged by his advisors.
(Presiden sedang meminta sebuah konferensi pers diatur oleh penasihatnya)
 Angga was having his hair cut when Ani called.
(Angga sedang meminta rambutnya dipotong ketika Ani menelepon)
B. Make
Make hanya bisa diikuti oleh klausa aktif (active clause). Make memiliki makna
yang lebih kuat daripada have atau get.
Subject + make + object + [verb 1]...
(any tense)
Contoh:
 The robber made the teller him the money.
(Perampok membuat petugas teller memberikan uangnya)

42
Note:
 Kalimat tersebut sama dengan “The robber forced the teller to give him the
money.”
(Perampok memaksa petugas teller memberikan uangnya.)
Contoh-contoh penggunaan make dalam kalimat.
 The manager made the salesmen attend the conference.
(Manager membuat/meminta para salesmen pegawai bagian penjualan)
menghadiri konferensi itu)
 The teacher always makes the children in their seats.
(Guru itu selalu membuat anak-anak tetap tinggal di tempat duduk mereka)
 Heny made her son be quiet in the meeting.
(Heni membuat anak laki—lakinya diam di pertemuan itu)
 The president is making his cabinet members sign this document.
(Presiden sedang membuat/meminta anggota kabinetnya menandatangani
dokumen ini)

C. Let
Kata let biasanya dimasukkan ke dalam kata kerja kausatif. Namun sebenarnya
let bukanlah kata kerja kausatif. Kata let memiliki arti allow atau permit atau
mengizinkan.
Perhatikan:
Subject + let + object + [verb 1]

Permit 
Subject +   + object + [verb to infinitive] …
Allow 
 

Contoh penggunaan let dalam kalimat.

 Mr. Bronto let his daughter swim with her friends.
 Mr. Bronto allowed his daughter to swim with her friends.
 Mr. Bronto permitted his daughter to swim with her friends.

43
Note:
Arti ketiga kalimat di atas adalah sama, yakni “Pak Brouto mengizinkan anak
perempuannya berenang dengan teman-temannya”
 The teacher let the students leave class early.
(Guru mengizinkan murid-murid pulang awal)
 Dr. Andry is letting the students hand in the papers on Monday.
(Dr. Andri mengizinkan murid-muridnya mengumpulkan papernya hari Senin)
 Mr. Indra always his children watch cartoons on Saturday mornings.
(Pak Indra selalu membiarkan/mengizinkan anak—anaknya menonton film
kartun pada Sabtu pagi.)

D. Help
Help sebenarnya bukan kata kerja kausatif, namun biasanya dimasukkan sebagai
kata kerja kausatif. Kata help dalam kalimat biasanya diikuti oleh kata kerja bentuk
pertama (verb 1), walaupun dalam beberapa hal diikuti oleh to infinitive. Help
berarti assist atau membantu.

 verb 1 
subject + help + object + 
verb to infinitive 


Contoh:
 John helped Mary wash the dishes.
(John membantu Mary mencuci piring.)
 The teacher helped Andri find the research materials.
(Guru membantu Andri menunjukkan materi penelitian)

3. Exercise
Exercises 24: Causative Verbs
Use the correct form of the verb in the parentheses in each of the following
sentences.

44
1. Hendra had his television (repair) by a mechanic.
2. The teacher made Susi (leave) the room.
3. Hasan got Mirna (type) her paper.
4. I made Eko (call) her friend on the telephone.
5. We got our house (paint) last week.
6. Dr. Ramlan is having the students (write) a composition.
7. The policemen made the suspect (lie) on the ground.
8. Mark got his transcript (send) to the university.
9. Maria is getting her hair (cut) tomorrow.
10. We will have to get the Dean (sign) this form.
11. The teacher let Ali (leave) the classroom.
12. Maria got Ed (wash) the pipettes.
13. She always has her car (fix) by the same mechanic.
14. Gene got his book (publish) by a subsidy publisher.
15. We have to help Janet (find) her keys.

Latihan Soal: TOEFL Practice (*)

Directions: Questions 1-2 each sentence has four underlined words or phrases. The
four underlined parts of the sentences are marked (A), (B), (C), and (D). Identify
the one underlined word or phrase that must be changed in order for the sentences
to be correct. Then, on your Answer Sheet, find the number of the question and fill
in the space that corresponds to the letter of the answer you have chosen.
1. Jason’s professor had him to rewrite his thesis many times before
A B
allowing him to present it to the committee.
C D
2. Louie got his sister read his class assignment, and then asked her to write
A B
the report for him because he did not have enough time.
C D

45
 MODULE V
WORD ORDER AND PARALLEL STRUCTURE
(Urutan Kata dan Susunan Kalimat Paralel)

1. Indikator
 Students are capable of formulating the use of Word Order.
 Students are skilful in using Word Order in excercises provided.
 Students are proficient in recognizing Paralelism.
 Students are able to complete the excercises refer to paralelism.

2. Dasar Teori
Word Order (urutan kata) dalam sebuah frase sering menjadi permasalahan
bagi kita saat mengerjakan TOEFL, khususnya urutan kata dalam frase benda.
Dalam bahasa Inggris, sebuah frase benda yang terdiri dan kata inti/induk
(headword) dan kata pendukung, yang biasanya berupa kata sifat, memiliki urutan
tertentu. Kita tidak boleh menaruh kata sifat dalam sebuah frase benda di sembarang
tempat. Bahasa Inggris memiliki aturan tertentu dalam mengurutkan kata dalam
Sebuah frase benda. Misalnya:
 A handsome young man.
(Seorang laki-laki tampan)
 Some interesting large green garden.
(Beberapa kebun hijau luas yang menarik)
 The most expensive black car.
(Mobil hitam yang paling mahal)
 Some beautiful young girl.
(Beberapa gadis cantik)
Apabila dalam sebuah frase benda, ada lebih dari satu kata sifat, pengurutannya
mengikuti aturan seperti pada tabel berikut ini.

46
 Word
Temperature
Descriptive
Determiner

Ordinative

Material
Shape

Color

Head
noun
Size

Age
A Beautiful Young Girl
Three Interesting Big old Elephant
The Most Difficult Problem
The Nice New Wooden Chairs
Keterangan:
 Determiner (kata penentu) seperti: a, an, the, this, that, those, some, several,
much, etc.
 Ordinative (kata bilangan dan kata sifat bentuk comparisons) seperti: the bigger,
smallest, one, three, second, third.
 Descriptive (penggambaran) seperti: beautiful, interesting, ugly, good, cheap,
bad.
 Size (ukuran) seperti: big, small, tall, short, wide, narrow, large.
 Age (umur) seperti: young, old, new.
 Temperature (suhu) seperti: hot, cold, warm.
 Shape (bentuk) seperti: round, square, triangle, flat.
 Color (warna) seperti: black, white, red.
 Materials (bahan) seperti: gold, wood, paper.
 Bead word noun (kata benda inti) seperti: phone, book, people.

DETERMINER
Determiner adalah kata penentu atau penjelas yang berfungsi membatasi arti atau
mendeskripsikan kata benda yang berada setelah determiner. Contoh-contoh
determiner:
 A/An (sebuah, seeker, suatu, seorang, se ...).
This is a big cat. Andri is a director. There is an old man.
 Some (beberapa)
I have some books.
 Any (beberapa)

47
 Do you have any money?
 Every (setiap)
Every student have to come on time.
 Not any (tidak ada)
There are not any people in the office.
 Several (beberapa)
I need several students to help me.
 Many (banyak)
There are many people in the small house.
 Not many (tidak ban yak)
There are not many questions to answer.
 Much (banyak)
You have much time to finish your work.
 No (tak ada)
There is no food to eat here.
 Few (sedikit, bisa dihitung)
We have only few story books for students.
 A few (beberapa, bisa dihitung)
There are a few people who can help us.
 Little (sedikit, tak bisa dihitung)
I only have little sugar.
 A little (sedikit, tak bisa dihitung)
We still have a little money to buy food.
 A lot of (banyak, untuk benda bisa dihitung maupun tak bisa dihitung)
There are a lot of participants in this contest. We need a lot of food and drink.
 Plenty of (banyak, tak bisa dihitung)
We need plenty of water for our drink during our stay here.
 A great deal of (banyak, tak bisa dihitung)
We need a great deal of money to build a new house.
 A great many of (banyak, bisa dihitung)

48
 There are a great many of people joining this traditional ceremony.
 A great number of (banyak, bisa dihitung)
A great number of documents were needed to get this certificate.
 A number of (banyak, bisa dihitung)
I saw a number of people in the forest.
 A small number of (sedikit, bisa dihitung)
We saw only a small number of people in the big shop.
 Half of (setengah)
Half of the participants should wait outside.
 Either of (keduanya)
Either of the students is smart.
 Neither of (tidak ada)
Neither of the applicants met the qualification.
 All of (semua)
All of the teachers should do the professional development.
 Not all of (tak semua)
Not all of the people here get enough food.
 None of (tak satu pun)
None of them makes trouble.
 Most of (kebanyakan)
Most of the participants come from rural areas.
 Many of (ban yak, bisa dihitung)
Many of them are from Indonesia.

3. Exercise
Exercise 13 : Word Order
Have a look at the sentences below. The noun phrases in the brackets are not
well ordered.
Make them in good orders.
1. My brother has (cat-black-big-a).
2. This animal has (legs-long-four-grey).

49
3. I have (nice-a-cat-small) at home.
4. Sinta is (girl-beautiful-a-slim).
5. Rina has (hair-black-long-interesting).
6. He has (nice-many- mice -small- white)
7. (elephants-a-big-grey-number-great-of) is walking on the field.
8. The goats are eating (green-a-grass-great-of-deal).
9. There are (green-some-trees-large) in the garden.

Latihan Soal: TOEFL Practice (*)

Directions: In questions 1-3, each sentence has four underlined words or phrases.
The four underlined parts of the sentence are marked (A), (B), (C), and (D). Identify
the one underlined word or phrase that must be changed in order for the sentence to
be correct. Then, on your answer sheet, find the number of the question and fill in
the space that corresponds to the letter of the answer you have chosen.

1. Since it was so difficult for American Indians to negotiate a peace treaty or

A B
declare war in their native language, they used a universal understood form of
C D
sign language.
2. That novel is definitely a dense-packed narrative, but one which requires a vast
A B C
knowledge of cultural background or an excellent encyclopedia.
D
3. After a carefully investigation, we soon discovered that the house was infested
A B C
with termites.
D

50
PARALLEL STRUCTURE (Susunan Kalimat Paralel)
Dalam menulis kalimat bahasa Inggris, semua komponen kalimat harus disusun
secara paralel atau serasi. Jadi, baik subjek, kata kerja, objek, maupun kata
keterangan dalam kalimat harus disusun sedemikian rupa agar susunan kalimat
tersebut menjadi serasi serta paralel. Bentuk yang harus paralel dalam kalimat bisa
berupa noun (kita benda), gerund, adjective (kata sifat), infinitive (dengan to) dan
lainnya. Berikut adalah contoh-contoh kalimat yang menggunakan paralel
structure.
1. Benda-benda berangkai yang memiliki bobot sejajar/paralel harus memiliki
bentuk grammar yang sama.
a. Nouns
 Andi likes music, art, and history.
N N N
b. Gerunds
 Linda likes singing, dancing, and horsebackriding.
V+ing V+ing V+ing
c. Adjectives
 She is tall, slim, and beautiful.
Adj Adj Adj
d. Infinitives
 We wanted to paint the bedroom, to lay a new carpet, and to buy a new
Inf Inf Inf
sofa.
Note: The preposition to may he omitted in the second and third infinitives.
e. Past Tense
 Andri bought a new bag, brought it home, and gave it for his daughter.
Past Past Past
f. Past Perfect Tense
 Joko had finished the game, had taken a shower, and had eaten lunch by
Past Pert Past pert Past Pert
the time I got to his house.

51
2. Susunan benda atau hal yang dihubungkan dengan and, but, as, or, than, or
although harus memiliki bentuk grammar yang sama.
a. And
 He enjoyed the music of Spain and the sculpture of France.
N Phrase N phrase
b. But
 That verb form is not active, but passive.
Adj Adj
c. As
 Taking the bus can be as costly as taking a plane.
V+ing V+ing

d. Or
 He wanted to borrow a car or to rent one while his car was being repaired.
Inf Inf
e. Than
 Eating in a restaurant is more fun cooking at home.
V+ing V+ing
f. Although
 Although he liked to eat good food, he did not like to pay high prices for
Inf Inf
it.

Berikut ini adalah contoh-contoh kalimat yang berkaitan dengan parallel structure.
Untuk membantu Anda memahami topik ini, contoh kalimat yang salah dan betul
diberikan bersamaan.

52
 Not Parallel and Wrong Parallel and Right
No
(Tidak Serasi dan Salah) (Serasi dan Benar)
1. Mr Indra is handsome, smart and Mr Indra is handsome, smart and
Adj Adj Adj Adj
diligently. diligent.
Adv Adj
Kalimat ini salah karena memiliki Kalimat ini benar karena kata
susunan yang tidak paralel. handsome, smart, dan diligent,
semuanya merupakan kata sifat.
Handsome dan smart adalah kata
ketiganya disusun secara urut.
sifat (adjective), sedang diligently
adalah kata keterangan.

2. Ali is a singer, a filmstar, and he Ali is a singer, a filmstar, and

Noun Noun Noun Noun
does business businessman.
Clause Noun

Kalimat ini tidak paralel karena Kalimat ini paralel karena singer
singer (kata benda), filmstar (kata benda), film star (kata benda)
(benda), ditulis bersama dengan dan businessman (kata benda)
“he does business” (clause). digunakan bersama-sama.
Clause “he does business” harus
diubah menjadi kata benda, yakni
businessman.
3. The students did their tasks The students did their tasks seriously
Adverb
seriously but happy. but happily.
Adverb Adj Adverb
Kalimat ini tidak paralel karena Kalimat ini paralel karena seriously
seriously (kata keterangan) ditulis dan happily sama-sama kata sifat.
bersama dengan happy (kata
sifat).

53
 Not Parallel and Wrong Parallel and Right
No
(Tidak Serasi dan Salah) (Serasi dan Benar)
4. She wants to go shopping, having She wants to go shopping, to have
Verb1 Verb1
lunch in a restaurant, and spend lunch in a restaurant, and to spend the
Verb1
the night in a hotel. night in a hotel.

Kalimat ini tidak paralel karena to Kalimat ini paralel karena to go, to
go, having dan spend memiliki have, dan to spend adalah sama-sama
bentuk yang tidak paralel. to infinitive.

4. Exercise
Exercise 30: Paralel Structure
Read the sentences below and correct them
1. Watching TV, joining English debate competition, and play guitar are some of
my hobbies.
2. 1 do not like the way he speaks in front of me or looking at me in that way.
3. The thief entered the house very slowly and using a very careful way.
4. Don’t forget to do the task and submitting it on time.
5. Each doctor has his/her own ways in giving treatment to patients, advising them,
and suggest them concerning their diet.
Latihan Soal: TOEFL Practice (*)
Directions: Questions 1-10 are incomplete sentences. Beneath each sentence you
will see four words or phrases, marked (A), (B), (C), and (D). Choose the one word
or phrase that best completes the sentence. Then, on your answer sheet, find the
number of the problem and fill in the space that corresponds to the letter of the
answer you have chosen. Fill in the space so that the letter inside the oval cannot be
seen.
1. Customs influence … and how they prepare, serve, and eat foods.
A. people eat that
B. people eat it
C. what people eat
D. what do people eat
2. To bake fish, … butter and place it in a generously greased rectangular pan.

54
 A. it brushes
B. with its brushes
C. brushing it with
D. brush it with
3. Good manners should always govern the way people …
A. driving and parking
B. drive and park
C. to drive and to park
D. driven and parked
4. Classical ballet dancers perform their movements with an … bearing.
A. openly and directly
B. openness and direction
C. open and direct
D. opening and directly
5. The brain centers of … and hearing enable a person to understand written and
spoken language.
A. vision
B. visual
C. the vision
D. a visual
6. Harvey will wash the clothes …
A. iron the shirts, prepare the meal, dusting the furniture.
B. ironing the shirts, preparing the meal, and dusting the furniture.
C. iron the shirts, prepare the meal, dust the furniture.
D. to iron the shirts, prepare the meal, dusting the furniture.
7. The director of this organization must know …
A. money management, selling, and able to satisfy the stockholders.
B. how to manage money, selling his product, and be able to satisfy the
stockholders.
C. how to manage money, sell his product, and satisfy the stockholders.
D. money management, selling, and the idea of being able to satisfy the
stockholders.
8. As a Congressman from Ohio, a Republican, and … the antiwar movement, the
young politician became well known during the 1960’s.
A. a leader of
B. to lead
C. leading
D. he was leading
9. Most of the Cajun French who live in Louisiana can neither read … the French
variety that they speak fluently.

55
 A. nor they rrite
B. nor write
C. or writing
D. neither write
10. The color of a star depends on the heat and …
A. how much energy produced
B. the energy it produced
C. production of energy
D. producing energy
Directions: In questions 1-5, each sentence has four underlined words or phrases.
The four underlined parts of the sentence are marked (A), (B), (C), and (D). Identify
the one underlined word or phrase that must be changed in order for the sentence to
be correct. Then, on your answer sheet, find the number of the problem and fill in
the space that corresponds to the letter of the answer you have chosen.
1. Some Italian scholars stressed the study of grammar, rhetoric, learning about
A B C D

history, and poetry.

2. If motorists do not observe the traffic regulations, they will he stopped,

A B C
ticketed, and have to pay a fine.
D
3. Some of the people were standing in the street watched the parade, while others
A B C D
were singing songs.
4. The atmosphere in Andalusia is open, warm, and gives a welcome feeling to all
A B C
who have the good fortune to visit there.
D
5. The six main parts of a business letter are the address, the inside address, the
A B C
salutation, the body, the closing, and signing your name.
D

56
 MODULE VI
SUBJUNCTIVE, REDUDANCY, AND INVERSION SENTECES

1. Indikator
 Students are capable to memorize the words refer to Subjunctive.
 Students are able to use it in sentences/excercises.
 Students are capable to remember the words refer to redudancy.
 Students are able to complete the test comprises some words refer to
Redudancy.
 Students are capable to memorize certain words refer to Inversion.
 Students are able to accomplish the test refers to Inversion.

2. Dasar Teori
A. Subjunctive
Subjunctive adalah kata kea bentuk dasar (verb 1) yang digunakan di belakang
kata kerja tertentu dan menandakan bahwa seseorang ingin orang lain melakukan
sesuatu. Kata that harus selalu ada dalam kalimat-kalimat subjunctive. Jika kata that
dihilangkan, kebanyakan kata kerja tersebut selalu diikuti oleh kata kerja to
infinitive (kata kerja yang didahului to).
 We urge that he leave now.
(Kami mendesak bahwa dia berangkat sekarang)
 We him to leave now.
(Kami mendesak dia untuk berangkat sekarang)
Cermati kata-kata kerja berikut ini.
advise (menasihati)
ask (meminta)
command (memerintah)
decree (menyatakan)
prefer (lebih suka)
propose (mengusulkan)
recommend (merekomendasikan)
request (meminta)
require (mensyaratkan)

57
 stipulate (memerintah)
suggest (menyarankan)
urge (mendesak)
demand (menuntut)
insist (mendesak)
move (menggerakkan)
order (memerintah)

Rumus penggunaan subjunctive adalah sebagai berikut.

subject + verb + that + subject + [verb in the simple form]

(any tense)
Note: Dalam hal ini, verb yang berbentuk tebal adalah verb atau kata kerja yang ada
pada tabel di atas.
Contoh penggunaan subjunctive:
 The managers insisted that the director lead the company wisely.
(Para manajer mendesak bahwa direktur memimpin perusahaan dengan
bijaksana)
 The university requires that all its students take this course.
(Pihak universitas mensyaratkan bahwa semua mahasiswanya mengambil
mata kuliah ini)
 The doctor suggested that his patient smoking.
(Dokter menyarankan agar pasiennya berhenti merokok)
 The president has decreed that the gasoline tax abolished.
(Presiden telah memutuskan bahwa pajak bahan bakar dihapus)
 We proposed that he finish his work soon.
(Kami mengusulkan agar diri segera menyelesaikan pekerjaannya)

Kata kerja bentuk dasar (verb 1) juga digunakan pada kalimat-kalimat yang
merupakan “impersonal expressions” (ekspresi impersonal), dan memiliki makna
yang sama seperti pada model subjunctive di atas. Kata sifat (adjective) yang cocok
dengan rumus di atas meliputi:

advised (dinasihatkan)
important (penting)

58
 mandatory (disyaratkan)
necessary (perlu)
obligatory (wajib)
proposed (diusulkan)
recommended (direkomendasikan)
required (dipersyaratkan)
suggested (disarankan)
urgent (mendesak)
imperative (diperintahkan)

Pola kalimat penggunaan kelompok adjective ini hampir sama dengan penggunaan
kelompok kata kerja pada tabel sebelumnya. Dalam pola kalimat berikut, yang
dimaksud dengan adjective adalah kata sifat yang ada pada tabel adjective di atas.

it + he + adjective + that + subject + [verb in the simple form] …

(any tense)

 It is important that you remember our promise.

(Adalah penting bahwa Anda menepati janji)
 It has been suggested that he forget his failure.
(Telah disarankan bahwa dia melupakan kegagalannya)
 It was recommended that we wait for the result of the test.
(Direkomendasikan bahwa kami menunggu hasil tes)
 It is necessary that he find the hooks.
(Adalah penting bahwa dia mendapatkan buku—buku itu)
 It was urgent that she leave soon.
(Adalah mendesak bahwa dia berangkat segera)
 It has been proposed that we change the topic.
(Telah diusulkan bahwa kami mengganti topik.)

59
Exercise 29: Subjunctive
Correct the errors in the following sentences if necessary.
1. They propose that we should stop this campaign.
2. He advises you go home before the end of the meeting.
3. His mother prefers that he attends a state university.
4. The faculty stipulated that the rule he abolished.
5. She urged that we found another alternative
6. The teacher demanded that the student left the room.
7. It was urgent that he called her immediately.
8. It was very important that we try to find the solution of the problem.
9. She intends to move that the committee suspends discussion on this issue.
10. The principal declared that the new regulation took effect the following month.

Latihan Soal: TOEFL Practice (*)

Directions: Questions 1-5 are incomplete sentences. Beneath each sentence you will
see four words or phrases, marked (A), (B), (C), and (D). Choose the one word or
phrases that best completes the sentence. Then, on your Answer Sheet, find the
number of the question and fill in the space that corresponds to the letter of the
answer you have chosen. Fill in the space so that the letter inside the oval cannot be
seen.
1. The doctor insisted that his patient
A. that he not work too hard for three months
B. take it easy for three months
C. taking it easy inside of three months
D. to take some vacations for three months

Directions: Questions 1-5 each sentence has four underlined words or phrases. The
four underlined parts of the sentences are marked (A), (B), (C), and (D). Identify
the one underlined word or phrase that must be changed in order for the sentences
to be correct. Then, on your Answer Sheet, find the number of the question and fill
in the space that corresponds to the letter of the answer you have chosen.

60
 1. It is imperative that a graduate student maintains a grade point average of
A B C
“B” in his major field.
D

B. REDUNDANCY
Redundancy artinya kelebihan atau pemborosan. Sebuah kalimat dikatakan
redundant (berlebihan) apabila ada kata atau kelompok kata tambahan yang tidak
perlu dalam kalimat. Kata atau kelompok kata tambahan tadi tidak perlu karena
tanpa kata itu pun maksudnya tetap sama.
Contoh:
Redundancy (Kelebihan) Contoh Penggunaan yang Benar
advance forward (maju ke depan) The car advanced slowly in the rain.
return hack (mengembalikan kembali) You should returned the book before
Friday.
sufficient enough (cukup) He did not have sufficient time to finish
his project.
compete together (bersaing bersama) We have to compete very tightly in this
business.
reason .... because (alasannya ... The reason is that we do not have
karena) enough money to buy the car.
join together (bergabung bersama) Will you join our tour next week.
repeat again (mengulangi lagi) I want you to repeat what you have
said.
new innovations (inovasi baru) Teachers should have innovation in
teaching.
same identical (identik sama) My mother want skirts of the same size.
two twins (kembar dua) We like the two children.
the time when (waktu ketika) It is the time she should meet me.

61
 the place where (tempat di mana) I do not know where I should spend the
night.

Exercise 34: Redundancy

Cross out the redundant word in each of the following sentences
(Coretlah kata—kata yang berlebih dari kalimat-kalimat berikut.
1. We do not know the place where those people live.
2. I want to know the time when he left his room.
3. Andri and Andra are two twins. That is why, they are very much similar.
4. Please pay attention to the same identical sentences.
5. New innovation in teaching will influence the success of the students’ learning.
6. Now, repeat again the following words.
7. I want to join together with you in the camping.
8. Rini failed in her study. The reason is because she never studied.
9. Indra has sufficient enough time to prepare his presentation.
10. You have to return back your book before Friday.

Latihan Soal: TOEFL Practice (*)

Directions: Questions 1-2 are incomplete sentences. Beneath each sentence you will
see four words or phrases, marked (A), (B), (C), and (D). Choose the one word or
phrases that best completes the sentence. Then, on your Answer Sheet, find the
number of the question and fill in the space that corresponds to the letter of the
answer you have chosen. Fill in the space so that the letter inside the oval cannot he
seen.

1. Whereas a gas expands … in all directions, a vapor remains somewhat more

concentrated.
A. in a uniform manner
B. uniformly
C. uniformly in manner
D. uniform

62
2. That witches cause disasters and misfortunes … among the colonists in Salem,
Massachusetts.
A. it was widely believed
B. was widely believed
C. was believed in a wide way
D. they widely believed

Directions: Questions 1-3 each sentence has four underlined words or phrases. The
four underlined parts of the sentences are marked (A), (B), (C), and (D). Identify
the one underlined word or phrase that must be changed in order for the sentences
to he correct. Then, on your Answer Sheet, find the number of the question and fill
in the space that corresponds to the letter of the answer you have chosen.

1. If one does not pick up the dry cleaning within thirty days, the management is
A B
not obligated to return it back.
C D
2. It was Isadora Duncan who was responsible for many of the new innovations
A B C
that have made modern dance different from classical.
D
3. In recent years great advances forward have been made in the field of genetic
A B C D
research.

C. INVERSION SENTENCES(Kalimat Inversi)

Kalimat inversi adalah kalimat yang memiliki susunan yang terbalik dalam hal
tertentu. Misalnya, kata keterangan yang biasanya berada di belakang subjek, bisa
diletakkan di awal kalimat. Tujuannya adalah untuk memberi penekanan pada
makna dan kata keterangan tersebut.
Rumusnya:

63
 hardly
never
+ auxiliary + subject + verb
only
rarely seldom

Contoh:
 Seldom does my son buy food at school.
Jarang anak laki—laki saya membeli makanan di sekolah)
 Never have so many people been in such crisis as today.
(Tak pernah begitu banyak orang berada dalam krisis seperti hari ini)
 Hardly does he speak English in his classroom activities.
(Hampir tidak pernah dia berbicara bahasa Inggris dalam aktivitas di kelasnya)
 Only by real action will you be able to finish your thesis.
(Hanya dengan tindakan nyata kamu akan menyelesaikan tesismu)
 Rarely did he work very hard when he was young.
(Dia jarang bekerja dengan sangat keras ketika dia masih muda)
 Never will I stop doing my best.
(Aku tidak pernah akan berhenti melakukan yang terbaik)

Exercise 35: Inversion Sentences

Change these sentences into inversion.
1. My mother has never visited me since last year.
2. He rarely finished his work on time when he was young.
3. You will he able to finish your project only by making an accurate plan.
4. Erna has hardly done her activities based on the schedule.
5. They never write letters to their families.
6. 1 rarely come late in attending the lecture.
7. He scarcely gives money for his children.
8. They rarely join the outing programs conducted by their schools.
9. He will never stop doing bad activities in his life.
10. She hardly goes out alone.

64
Latihan Soal: TOEFL Practice (*)
Directions Choose the one word or phrase marked (A), (B), (C) and (D) that best
completes the sentence. Then, on your answer sheet, find the number of question
and fill in the space that corresponds to the letter of the answer you have chosen.
Fill in the space so that the letter inside the oval cannot be seen.
1. received law degrees as today.
A. Never so many women have
B. Never have so many women
C. The women aren’t ever
D. Women who have never
Directions: Questions 1-2 each sentence has four underlined words or phrases. The
four underlined parts of the sentences are marked (A), (B), (C), and (D). Identify
the one underlined word or phrase that must be changed in order for the sentences
to be correct. Then, on your Answer Sheet, find the number of the question and fill
in the space that corresponds to the letter of the answer you have chosen.

1. Nora hardly never misses an opportunity to play in the tennis tournaments.

A B C D

2. Hardly he had entered the office when he realized that he had forgotten his
A B C D
wallet.

65
 Reading Comprehension
(Pemahaman Bacaan)

A. DESKRIPSI SINGKAT
Reading Comprehension Section bertujuan menguji kemampuan Anda dalam
memahami, menginterpretasikan, dan menganalisis teks/ bacaan mengenai
berbagai macam topik. Bagian ini terdiri dari empat sampai 6 teks/bacaan kira-kira
200 s.d. 450 kata. Setiap teks biasanya diikuti oleh 7 sampai h pertanyaan. Jumlah
soal untuk Reading Comprehension adalah 50 soal. Topik bacaan biasanya
berkaitan dengan masalah-masalah akademik, terutama textbook mengenai:
biologi, geografi, fisika, sejarah Amerika, biografi, ekonomi, ilmu-ilmu sosial dan
seni. Karena tingkat kesulitan bacaan maupun kosakata cukup tinggi, Anda harus
selalu menambap kosakata melalui berbagai bacaan. Pahami kata-kata kunci dari
yang Anda baca. Jika perlu, perluaslah pemahaman Anda tentang kata dengan
membuka kamus dan meneliti makna kata itu serta proses pembentukan kata
tersebut. Misalnya, Anda meneliti prefixes (awalan), suffixes (akhiran) dan roots
(akar kata). Dengan cara ini, Anda akan memiliki pemahaman tentang kata secara
mendalam. Selain itu, bacalah beragam topik seperti biografi, biologi, geografi,
fisika, kimia, sejarah Amerika, ekonomi, ilmu sosial dan seni untuk memperkaya
kosakata Anda.
Selain hal di atas, Anda harus memahami strategi dalam menjawab reading
comprehension. Berikut ini adalah beberapa strategi yang bisa Anda gunakan dalam
mengerjakan soal-soal bacaan.
a. Janganlah membaca teks dari awal hingga akhir. Ini hanya akan membuang-
buang waktu.
b. Bacalah pertanyaannya dahulu dan pahami maksudnya kemudian baru dicari
jawabannya di dalam teks.
c. Anda tidak boleh terpaku pada kata atau frase yang Anda sendiri tidak tahu
maksudnya. Cobalah untuk menerka maksudnya sebab waktu Anda sangat
pendek.

66
 d. Cobalah untuk menerka mana jawaban yang paling tepat, bila tetap tidak bisa
menemukan jawabannya, Anda tetap harus memilih salah satu jawaban. Ingat,
jawaban yang salah tidak akan mengurangi nilai Anda.
e. Identifikasi kata benda dan kata kerja yang penting.
f. Bacalah sekilas, amati kalimat pertama masing-masing paragraf.
g. Bacalah teks dengan cermat, tandai poin-poin utama, nama-nama, definisi,
kesimpulan ya penting, tempat, dan angka-angka.
h. Jawablah pertanyaan, namun jangan terpaku pada satu pertanyaan.

B. JENIS-JENIS PERTANYAAN DALAM READING

Dalam menjawab pertanvaan bagian ini, memahami berbagai jenis pertanyaan
sebagai persiapan menghadapi TOEFL sangatlah penting. Berikut ini adalah
berbagai tipe pertanyaan yang sering muncul di TOEFL.
1. Pertanyaan tentang topik atau tema
Topik utama merupakan subjek utama bacaan, tentang apa bacaan itu. Topik atau
tema bisa berupa: inti isi tulisan (the text is about) atau judul tulisan (title).
Berikut ini dijelaskan cara mencari topik suatu paragraf.
 Baca dulu baris pertama dan kedua paragraf jika ada satu atau lebih paragraf.
 Temukan kata kunci (key word) yang selalu diulang-ulang baik pada bagian
awal, tengah, atau akhir terutama bagian kesimpulan.
 Kata kunci (key word) ini dapat berupa sinonim atau kata yang sama artinya.
NOTE: Jika pertanyaan mengenai suatu topik, maka jawabannya bisa berupa
SATU KATA atau BENTUK FRASE (kelompok kata).
Contoh pertanyaan topik:
a. What is the main topic of this passage? (Apa topik utama bacaan ini?)
b. The text is mainly talking about ..... (Bacaan ini terutama sedang
membicarakan tentang .....).
c. The passage is about ..... (Bacaan ini mengenai ...... ).

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2. Pertanyaan tentang gagasan utama (main idea)
Main idea adalah pokok pikiran dari sebuah paragraf yang memuat keterangan,
penjelasan, uraian atau pendapat dari si penulis (writer) tentang topik (pokok
bahasan). Main idea dituangkan dalam kalimat lengkap, misalnya:
a. What is the main idea of this passage? (Apakah gagasan utama bacaan ini?)
b. What is the text talking about? (Teks ini menceritakan apa?)
c. The main idea of this passage is (Gagasan utama daripada bacaan ini
adalah ).
d. What's the author main idea of paragraph 3? (Apa ide utania paragraf 3
menurut pengarang?)
Gagasan utama merupakan penjelasan untuk judul dari topik, menjelaskan dari
sudut pandang si penulis. Gagasan utama merupakan penjelasan topik, maka
akan lebih panjang dan berupa kalimat lengkap.
Jika pertanyaannya tentang main idea atau pokok pikiran, maka jawabannya
berupa KALIMAT LENGKAP (complete sentence), yaitu terdiri dari subjek
dan predikat Main idea biasanya terletak di awal , akhir atau bahkan di tengah
sebuah paragraf.
Untuk mencari gagasan utama, ikuti trik berikut:
 Cari dulu topik/tema dari paragraf pertama.
 Perhatikan kata-kata/frase yang digunakan oleh pengarang dalam
mengembangkan topik.
 Perhatikan kesimpulan dari paragraf itu yang akan mengungkapkan main
idea-nya.
 Main idea biasanya terletak di awal, akhir, atau bahkan di tengah sebuah
paragraf.

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3. Pertanyaan tentang informasi rinci (Detailed Information)
Pertanyaan ini menanyakan fakta-fakta yang terdapat dalam bacaan mengenai:
Who, What, Where, When, How.
Contoh pertanyaan informasi rinci:
a. What time did the meeting begin? (Jam berapa pertemuan dimulai?)
b. Where did it happen? (Di mana ini dilaksanakan?)
c. How could the miner obtained the location? (Bagaimana penambang itu
mencapai lokasi)
d. According to the passage, how was the voyage? (Menurut bacaan ini,
bagaimana perjalanannya!
4. Pertanyaan tentang kesimpulan (Conclusion)
Kesimpulan merupakan rangkuman dari bacaan. Kesimpulan terletak pada
bagian akhir bacaan.
Contoh pertanyaan kesimpulan:
a. It can be concluded that ..... (Dapat disimpulkan bahwa ......)
b. What is the conclusion of this text? (Apa kesimpulan dari bacaan ini?)
c. We can conclude that ..... (Kita dapat menyimpulkan bahwa ...... )
d. It can be inferred that ..... (Dapat disimpulkan bahwa...... )
5. Pertanyaan tentang tujuan (Purpose, Aim)
Ini merupakan tujuan ataupun alasan utama menulis bacaan itu. Tujuan ini dapat
Anda temukan pada paragraf pertama atau kedua. Ini biasanya berhubungan erat
dengan main idea.
Contoh pertanyaan main idea:
a. What is the purpose of the text? (Apa tujuan/maksud bacaan ini?)
b. What is the aim of the passage? (Apa tujuan bacaan ini?)
6. Pertanyaan tentang judul (Title)
Untuk menjawab pertanyaan jenis ini, bacalah paragraf satu, atau beberapa
paragraf awal. Judul biasanya berupa kata, frase, atau kalimat sangat pendek.
Contoh pertanyaan judul:
a. What is the best title of the passage? (Apa judul yang paling tepat/terbaik
untuk bacaan ini)

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 b. What will be the most suitable title for the passage? (Apa judul yang paling
tepat/sesuai dari bacaan ini?)
7. Pertanyaan tentang rujukan kata (Reference)
Kata-kata pronouns seperti: he-him-his-himself, she-her-hers-herself , dan
sebagainya, digunakan oleh penulis untuk mengganti kata benda yang baru saja
disebutkan. Jadi tidak harus mengganti dengan kata benda yang sama. Penulis
cukup menggunakan reference.
8. Pertanyaan tentang tipe daftar (List-type)
Pertanyaan list-type adalah suatu pertanyaan di mana Anda diminta untuk
menemukan satu dari keempat jawaban yang tidak terdapat/ disebutkan
(mentioned / stated) dalam bacaan, misalnya.
a. Which of the following is NOT mentioned/stated in the text?
(Manakah dari pertanyaan berikut yang tidak disebutkan dalam teks?)
b. It is stated im the passage that .... (Disebutkan di bacaan bahwa ..... )
c. According to the passage all of the foll owing are true, EXCEPT....
(Menurut bacaan, semua pernyataan berikut adalah benar, KECUALI ..)
9. Pertanyaan tentang kesimpulan yang diperoleh berdasarkan fakta meskipun
penulis tidak secara jelas menyebutkannya (Inference)
a. What can be inferred fr om the passage? (Apa yang bisa disimpulkan dari
bacaan itu?)
b. It can be inferred from the passage that ..... (Dapat disimpulkan dari bacaan
bahwa ....)
c. The author infers that... (Penulis menyimpulkan bahwa….)
d. What can we infer from the text? (Apa yang bisa kita simpulkan dari teks?)

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 MODULE VII
TOPIC AND MAIN IDEA
(Topik dan Gagasan Utama)

1. Indikator
 Students are able to identify the Topic and Main Idea in a text.
 Students are capable to note some different questions from two different.

2. Dasar Teori
Salah satu bobot uji pada reading comprehension dalam TOEFL adalah
menemukan ide, topik, dan gagasan bacaan. Artinya bagian reading comprehension
untuk TOEFL lebih dititikberatkan pada makna bukan pada bentuk walaupun
keduanya saling terkait dan saling mempengaruhi. Gagasan dalam reading
comprehension sangat penting untuk ditangkap oleh para testee. Dalam reading
comprehension gagasan, topik, ide mempunyai tingkat kedudukan yang berbeda-
beda, tingkat pentingnya tidak sama. Untuk itu pembaca perlu memahami gagasan
dan sekaligus kedudukan gagasan tersebut dalam kaitannya dengan gagasan-
gagasan lain dalam bacaan secara efisien sebagaimana diungkapkan oleh penulis.
Gagasan atau topik muncul dalam bacaan sesuai dengan tingkat pentingnya,
atau sesuai dengan kedudukannya. Penting atau tingkat kedudukan suatu gagasan
dapat diwujudkan dengan bentuk-bentuk bahasan tertentu dan dalam genre atau
wacana yang berbeda. Misalnya, percakapan atau konversasi sering menggunakan
penekanan (stress), nada bicara (tone of voice) serta bahasa isyarat (body language)
untuk menentukan posisi gagasan yang penting dan yang tidak perlu.
Akan tetapi, tidaklah demikian halnya dalam bahasa tulis seperti bahan bacaan
tes TOEFL. Dalam reading comprehension gagasan, topik, ide bisa saja diletakkan
pada klausa utama atau klausa subordinatif. Dengan kata lain, gagasan atau topik
bacaan bisa muncul pada induk kalimat atau mungkin juga bisa hadir pada anak
kalimat. Dan untuk itu, perlulah kita, para calon testee untuk mengetahui apa yang
dimaksud dengan induk kalimat, anak kalimat dan cara mengetahui pemunculan
gagasan pada kedua jenis klausa.

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 Dalam reading comprehension untuk TOEFL, pemahaman kata per kata
sangatlah tidak efisien dan tidak begitu membantu kita dalam menjawab soal.
Tetapi kita harus bisa membedakan lompatan suatu gagasan ke gagasan yang lain.
Artinya bahwa memahami perbedaan gagasan, dan kedudukannya menjadi hal yang
sangat strategis. Coba kita renungkan ketika kita membaca bacaan yang bahasanya
adalah bahasa kita sendiri.
Biasanya dalam Reading Comprehension untuk TOEFL gagasan atau topik
bacaan sering diujikan adalah gagasan pokok (main ideas) baik [a] gagasan pokok
suatu bacaan, [b] gagasan pokok suatu alinea atau bahkan [c] gagasan pokok suatu
kalimat yang rumit strukturnya. Agar kita lebih bisa memahami dan mendalami
perlulah kami sampaikan beberapa hal yang berkaitan dengan gagasan pokok, ide
utama seperti, misalnya, tipe pertanyaan idea utama.
A. Pernyataan tentang topik atau tema
Topik Utama merupakan subjek utama, bacaan, tentang apa bacaan itu. Topik
atau tema bisa berupa : inti isi tulisan (the text is about ) atau judul tulisan
(tittle ).
Berikut ini dijelaskan cara mencari topik suatu paragraf..
 Baca dulu baris pertama dan kedua paragraf jika ada satu atau lebih paragraf.
 Temukan kata kunci (key word ) yang selalu diulang-ulang baik pada bagian
awal, tengah, atau akhir terutama bagian kesimpulan.
 Kata Kunci (Key Word ) ini dapat berupa sinonim atau kata yang sama artinya.

NOTE : Jika pertanyaan mengenai suatu topik, maka jawabannya bisa berupa
SATU KATA atau BENTUK FRASE (kelompok kata ).

Contoh pertanyaan topik:

a. What is the main topic of this passage? (Apa topik utama bacaan ini?)
b. The text is mainly talking about….. (Bacaan ini terutama sedang
membicarakan tentang ... )
c. The passage is about ..... (Bacaan ini mengenai ….)

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B. Menentukan Topik
Topik bacaan biasanya diungkapkan dalam kalimat pertama, meskipun ada pula
kemungkinan diungkapkan di lain tempat. Perhatikan alinea berikut:
The family heard the siren warning them that the tornado was coining. They
hurried to the cellar. The roar of the tornado was deafening, and the children started
crying. Suddenly it was silent. They waited a while before they went outside to
survey the damage.
Topik alinea di atas—the tornado—diungkapkan dalam kalimat pertama.
Dalam alinea berikut, topik utama diungkapkan dalam kalimat terakhir.
The family hurried to the cellar and waited. First, they heard the pounding
of the hailstones. The wind became deafening, and the children started crying.
Suddenly it was silent. They waited a while before they ventured outside to see the
damage the tornado had done.
Ada kalanya topik suatu bacaan tidak tersurat, melainkan tersirat, seperti
topik bacaan berikut.
The sky became dark and threatening. A funnel of dust began forming in the
air and soon reached down to touch the ground. Debris was seen swirling around as
everything was swallowed up, twisted, and then dropped.
Kendatipun topik tornado tidak disebut sama sekali dalam bacaan di atas,
namun topik ini tersirat dalam ungkapan a funnel of dust in the air, debris..,
swirling, twisted.
Dua latihan berikut mi akan membantu Anda mengenali topik bacaan dan
memilih kalimat topik, sedangkan dua lainnya mengajak Anda untuk mengenali
gagasan pendukung serta gagasan yang tidak relevan.

Petunjuk
Bacalah bacaan berikut. Garis bawahi topik dalam bentuk kata atau frasa.
Jika topiknya diungkapkan secara implisit, tulislah topik tersebut dalam ruang yang
tersedia.

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Example
Gilbert and Sullivan are best known for a series of operas which they
collaborated on. Gilbert’s humorous plots and paradoxes combined with Sullivan’s
music have made their operas unforgettable. Written in the nineteenth century these
operas maintain their popularity today.

Latihan Menentukan Topik

In the following passages only the supporting ideas are given. The passages
are followed by three possible topic sentences. Circle the letter of the sentence
which would best introduce the passage.
Example
In Greek and Roman times, the cavalry was comprised of members of noble
families. This distinction continued up to the Middle Ages. After the invention of
gunpowder, this branch of the military service underwent great changes. With the
development of heavy artillery and air forces, this service has almost disappeared.
(A) The cavalry has been displaced by armored regiments.
(B) Cavalry regiments still retain a mounted squadron for ceremonial duties.
(C) The cavalry is the part of an army consisting of troops that serve oh horseback.
Both (A) and (B) discuss the cavalry situation of today. However, the
passage discusses the cavalry from Greek and Roman times until today. Therefore,
you should circle (C) because it introduces the topic of a cavalry by giving an
explanation of what a cavalry is.
1. There appear to be tracks of young dinosaurs near tracks of older ones in the
area. These dinosaur tracks are in sequences of eight to ten paces. They enable
scientists to calculate the animals’ weight, stride, and speed.
(A) Important dinosaur tracks have been found in areas that were near ancient
seas.
(B) Sonic recently discovered tracks are giving important information about
dinosaurs.
(C) Dinosaurs may weight as much as 10,000 pounds and be 23 feet tall.

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2. This spider, named Micromygale debliemma, has only two eyes where most
spiders have six or eight. Unlike most spiders, it does not have lungs but instead
absorbs oxygen through its skin. Just three one-hundredths of an inch long.
Micromygale is one of the world’s smallest spiders.
(A) Scientists have discovered a spider which is remarkably different from any
other known spider.
(B) Scientists have discovered a spider which is the size of the head of a pin.
(C) Scientists have discovered a spider which inhabits the coastal forested
regions of Panama.

3. Trees can defend themselves against devouring insects by undergoing changes

in the nutritional quality of their leaves. The leaves of nearby trees undergo the
same changes in nutritional quality as do those attacked. It is hypothesized that
trees emit chemical substances that transmit information to other trees
concerning the attack.
(A) Scientists believe that the nutritional quality of leave causes chemical
substances to transmit information.
(B) Scientists believe that studies in tree communication could affect pest
control program.
(C) Scientists believe that trees attacked by insects may communicate
information to neighboring trees, which act accordingly.

4. Satellites routinely relay pictures of desert areas on Earth, from which it can be
determined where locusts are likely to breed. A single swarm of locusts can
devour 80,000 tons of corn a day-sustenance for half a million people for one
year. With information on the locusts’ breeding areas, agriculture officials can
use pesticides to kill the locusts before they become a menace.
(A) Aerial pictures transmitted from satellites will be used to dramatically
curtail infestations by locusts.
(B) Scientists have found that images from satellites reveal regions about to be
infested by locusts.

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 (C) Locusts must be eradicated before they strike and cause thousand of people
to starve.

5. Scientists used to believe that animal screams startled predators into loosening
their grip. However, now some researchers have concluded that the piercing,
far-reaching screams of animals caught by predators are not warnings to kin or
cries for help Recent studies indicate that these scream may be to attract ocher
predators, which will give the prey a chance to escape during the ensuing
struggle between predators.
(A) Animal screams attract buzzards, hawks, foxes, feral cats, and other
predators.
(B) Researchers broadcasted the fear screams of the European starling from a
concealed loudspeaker.
(C) New research in animal behavior has come to surprising conclusions about
animal screams.

6. It has an enameled surface decorated with elaborate designs, the outlines of

which are formed by small bands of metal. The Byzantines excelled in making
this kind of pottery. However, in the twentieth century, Japan and China have
led in the production of cloisonné.
(A) Cloisonné is a kind of fine pottery.
(B) Pottery is fired in a kiln.
(C) Fine pottery is made with a particular kind of clay.

7. Immunization can significantly reduce the microorganisms thought to cause

cavities. The Federal Drug Administration needs to approve the vaccine before
it can be sold to the publics. Consequently, the vaccine will have to undergo a
three-year trial period.
(A) A new cavity-preventing vaccine may soon be on the market.
(B) Vaccines given to animals can reduce tooth decay by 50 to 60 percent.

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 (C) The National Caries Program of the National Institute of Dental Research
does research on immunizations.

8. Cirrus clouds are thin and delicate, whereas cumulus clouds look like cotton
balls. Nimbus clouds are dark and ragged, and stratus clouds appear dull in
color and cover the entire sky.
(A) A stratus cloud on the ground is called fog.
(B) There are four basic cloud types—cirrus, cumulus, nimbus, and stratus.
(C) It is possible to predict the weather by studying clouds.

9. For example, King William the First, better known as William the Conqueror,
was the first Norman Icing of England. Perhaps the most famous English writer
of all times was William Shakespeare. And who can forget the American hero
of the West, Buffalo Bill (William) Cody?
(A) One of the most common boys’ names in English is “‘William”.
(B) “William” is not only a popular name today but was also the name of many
famous people in the past.
(C) If your name is William, you have the same name as many other people.

10. Straw, which can absorb up to four times its weight in oil, can be thrown on
the spill and then be burned. Oil can be broken up and sunk by either sand,
talcum powder, or chalk. Under experimentation, some chemicals have been
shown to disperse the spill into droplets, which microbes can then destroy.
(A) There ‘are many ways in which oil spills in the sea can be dealt with.
(B) Contamination of the sea by oil spills is a critical problem.
(C) Wind and wave action can carry oil spills a great distance across the sea.
(D)
Latihan Menentukan Judul
Read the three topic sentences from three paragraphs of a reading passage. Circle
the best title for the passage.

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Example:
The water smoker is part Chinese smoker and part suburban-American barbecue
grill.
To cook, for example, a venison ham, you build a charcoal fire in the bottom pan.
You should follow the instruction book very carefully until you learn enough to
begin experimenting with your water smoker.
(A) The Best Recipes for Cooking Venison
(B) Organizing a Backyard Barbecue
(C) Joy of Cooking with Smoke

1. Some interesting research is now being done on liquid injection molded (LIM)
tires.
LIM tires are built in three stages.
Because these tires have no carcass. The part of the tire that leaves the road
reverts to its normal shape almost immediately.
(A) Tires for the Future
(B) The Revolutionary LIM Tires
(C) New Ideas for Your Next Automobile

2. The Venezuelan capital has many large shopping centers called “centros
comerciales”.
A lifetime could be spent sampling the many cuisines of Caracas’ restaurants.
The Spanish flavor of the city is reflected in the popular Flamenco clubs.
(A) Sights and Sounds of Venezuela
(B) The Spanish influence in Venezuela
(C) Caracas Cornucopia

3. Researchers believe that MAO (Monoamine oxidase) in the brain has an effect
on behavior by breaking down the chemical neurotransmitters that carry
messages between neurons.
Scientists have found a connection between levels of MAO and adult behavior.

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 One study found approximately the same range of MAO levels infants and
adults.
(A) MAO and Behavior Patterns
(B) What is MAO?
(C) MAO’s Effect on Adult Behavior

4. “No one knows the ways of the wind and the caribou”, says an old Chipewyan
Indian proverb. The migratory habits and the numbers of the caribou were
unknown to man until this century.
Much of the mystery of caribou movement and numbers began to disappear
when biologists were able to survey and census the animals from the air.
(A) Migrators Habits of the Caribou
(B) Collecting Information on the Caribou
(C) Chipewyan Dependence on the Caribou

5. A mounting body of evidence suggests that fighting violence with violence

rarely deters a crime in progress and greatly increases the chances of changing
a robbery into a violent attack on the victim.
One report shows that at least 100 thousand handguns are stolen from private
owners each year, the vast majority during burglaries.
Moreover, a study of robberies in eight American cities states that in less than
4 percent of the crimes did the victim have the opportunity to use a weapon.
(A) what Happens to the victims of Crime?
(B) Is Your Family Safe?
(C) Should You Ann Yourself against Crime?

6. Proponents of father-attended childbirth assert that the father’s experience

encourages him to develop a closer bond with his child.
As a father of three teenagers from a previous marriage, one man compared his
past experience as a new father to being in the delivery room during the birth
of his newborn daughter.

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 Women report that they are much less anxious and more aware of what is going
on when their husbands are with them when they give birth.
(A) The Father Daughter Relationship
(B) Baby’s First View of Life
(C) Dad in the Delivery Room

7. In contrast to classical music, which is restricted by form and by tradition, jazz

is spontaneous and free-form.
Jazz is a native American music which was developed by American Negroes
in die South.
The influences of West African music, spirituals, and the blues are evident in
jazz
(A) The Origins of American Music
(B) The Story of Jazz A
(C) The Future of Jazz in American

8. To lose weight permanently, a dieter needs a nutritionally balanced eating plan

that reduces caloric intake by cutting down on certain foods without
eliminating them completely.
To lose weight that is fat instead of water, a dieter must lose weight gradually.
Dieters should also have occasional treats to avoid the feeling of permanent
deprivation, which can lead to food binges when the resolve to diet weakens.
(A) Fad Diets
(B) Dieting Tips
(C) Recipes for Dieters

9. The notion that exercising parental power is bad developed out of early
psychoanalytic theory, which suggested many neuroses are caused by the
repression of a child’s natural impulses.
Today, child psychologists insist that children actually like to be disciplined
and that set rules which are consistently enforced make a child feel protected

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 and loved. The necessity for a balance between love and discipline in raising
good kids is not just a hunch or theory.
(A) The Family as a Disciplined Democracy
(B) Disciplined Parents and Free Children
(C) Discipline: An Old Theory Gains New Ground

10. Even at the molecular level, change is not spontaneous. Resistance to change
obviously occurs in the biological realm. Nature has special rewards for living
systems which seek improvement.
(A) Change: The Special Rewards in Nature
(B) Change: Nature Resists but Rewards
(C) Change: A Problem of Molecular Biology

Latihan 2 Menentukan Judul

Choose the best title for the following paragraphs.
1. The human baby usually develops during the 38 weeks it is inside its mother.
But about 10 percent of all babies are born sooner, sometimes several weeks
sooner. These babies are called premature babies and they usually need extra
hospital care in order to survive.
(A) Babies and Hospitals
(B) Babies After 38 Weeks
(C) Premature Babies
(D) Extra Hospital Care

2. The middle Atlantic state of New York was named after the Duke of York,
later James II of England. In 1778, it became the 11 th state in the Union.
Although only 30th in size, it ranks second in population, first in manufacturing
and first in overseas trade. In it is the largest city in the Americas. Only Tokyo,
London and Mexico City have more people than New York City.
(A) New York
(B) Why New York is Number One

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 (C) How New York Got Its Name
(D) New York versus Tokyo and London

3. More than 2500 years ago in Greece people gathered every four years at a place
called Olympia to watch and lake part in athletic games. In the beginning the
games were made tip only of short foot races. The first race ever run at an
Olympics game was called a “Stade”. The word ‘stadium’ comes from its
name.
(A) Greece of 2500 Years Ago
(B) How the Olympics Began
(C) The Origins of the Word ‘Stadium’
(D) Foot Races in Ancient Greece

4. Hurricanes are great windstorms. They are hundreds of miles across. The wind
rushes into the center of a hurricane from all sides. It may reach a speed of
nearly 200 miles per hour. The center of a hurricane is called its eye. People
are often fooled when the eye of a hurricane reaches them. The wind dies down
and they think that the storm is over. Then the wind begins to blow furiously
again. A hurricane may last for 24 hours at one place. Hurricanes are tropical
storms. The Canary Islands near Africa are sometimes called the ‘hatching
place’ of hurricanes because most of them start from near there. They move
westward across the Atlantic. When they strike land they may do great damage.
North of the equator there are on the average only five or six hurricanes a year.
They are most likely to occur in the months of August and September. There
is a similar kind of storm in the Pacific Ocean. It is called a typhoon.
(A) Hurricanes and Typhoon
(B) Great Wind Storms Called Hurricanes
(C) People are Often Fooled by Hurricanes
(D) Hurricanes Occur in August and September

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5. Between 1977 and 1981, three groups of American women, numbering 27 in
all, between the ages of 35 and 65, were given month long tests to determine
how they would respond to conditions resembling those aboard the space
shuttle. Though carefully selected from among many applicants, the women
were volunteers and pay was barely above the minimum wage. They were not
allowed to smoke or drink alcohol during the tests, and they were expected to
tolerate each other’s company at close quarters for the entire period. Among
other things, they had to stand the pressure three times the force of gravity and
carry out both physical and mental tasks while exhausted from strenuous
physical exercise. At the end often days, they had to spend a further 20 days
absolutely confined to bed, during which time they suffered backaches and
other discomforts. Results of the tests suggested that women will have
significant advantages over men in space. They need less food and less oxygen
and they stand up to radiation better. Men’s advantages in terms of strength and
stamina, meanwhile, are virtually wiped out by the zero-gravity condition in
space.
(A) Older Women, too, Can Travel in Space
(B) Space Testing Causes backaches in Women
(C) Poor Wages for Women Space-Test Volunteers
(D) Tests Show Women Suited for Space Travel
C. Pernyataan tentang gagasan utama (Main Idea)
Main Idea adalah pokok pikiran dari sebuah paragraf yang memuat keterangan,
penjelasan, uraian, atau pendapat dari si penulis (writer) tentang topik (pokok
bahasan).
Main Idea dituangkan dalam kalimat lengkap, misalnya:
a. What is the main idea of this passage? (Apakah gagasan utama bacaan
ini?)
b. What is the text talking about ? (Teks ini menceritakan tentang apa?)
c. The main idea of this passage is ............... (Gagasan utama daripada
bacaan ini adalah….)

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 d. What’s the author main idea of paragraph 3 ? (Apa ide utama paragraph 3
menurut pengarang?)

D. Tipe Pertanyaan Gagasan Utama

Dalam reading comprehension ada beberapa tipe pertanyaan mengenai gagasan
utama. Pertanyaan gagasan utama berkaitan dengan bacaan secara menyeluruh.
Jawaban aras pertanyaan model ini pada umumnya tersurat dalam bacaan,
khususnya dalam kalimat topik masing-masing alinea. Wujud pertanyaan mengenai
gagasan utama (main idea) adalah sebagai berikut:
 What is the main topic of the passage?
 What does the passage mainly discuss?
 Which of the following best describe the subject of this passage?
 What is the main topic of the passage?
 What is the main idea of the passage?
 What is the subject of the passage?
 What is the main idea expressed in the passage?
 What is the primary topic of the passage?
 What is the main theme in the passage?
 What is the author’s main point?
 Which of the following is the best title for the passage?
 With what topic is the passage primarily concerned?
 The passage mainly deals with
 The passage is mainly about
Pertanyaan tentang gagasan utama umumnya bertanya mengenai bacaan secara
keseluruhan yang dapat dijawab dengan mencermati kalimat topik atau topic
sentence masing-masing paragraph dalam bacaan. Biasanya kalimat topik berada di
awal dan masing-masing paragraph. Dengan demikian, jawaban pertanyaan tentang
gagasan pokok dapat dilakukan secara langsung. Jawaban gagasan utama yang
benar adalah tidak boleh terlalu umum, spesifik, dan tidak boleh mencakup gagasan
di luar topik bacaan. Kadang-kadang kalimat pertama suatu bacaan merupakan
suatu pengantar umum terhadap topik. Dalam hal ini gagasan dapat ditemukan-pada

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kalimat kedua. Untuk itu disarankan untuk membaca dua kalimat paragraph
pertama dan kalimat pertama dan alinea-alinea berikut. Pertanyaan mengenai
gagasan utama, topik dan judul sedikit berbeda kendatipun mereka saling
mempengaruhi dan berhubungan.
Gagasan pokok atau main idea tidak hanya menanyakan topik bacaan, melainkan
menanyakan pendapat penulis tentang topik bacaan. Oleh sebab itu, jawaban atas
pertanyaan tentang gagasan pokok ini ditulis dalam bentuk kalimat lengkap,
sedangkan jawaban atas pertanyaan mengenai topik atau judul ditulis dalam bentuk
rasa. Pertanyaan mengenai topik atau subjek bacaan sama dengan menanyakan apa
yang dibahas dalam bacaan, sedangkan pertanyaan mengenai gagasan pokok suatu
bacaan berarti menanyakan topik, gagasan atau pendapat penulis mengenai topik
tersebut. Sedangkan pertanyaan mengenai judul berarti menanyakan topik, namun
ditulis sebagai judul dengan huruf kapital. Pertanyaan mengenai topik, judul dan
gagasan pokok umumnya ditempatkan sebagai pertanyaan pertama seperti yang
terlihat pada contoh berikut.
Contoh bacaan dan soal gagasan utama
For most people, the distinction between vegetables and fruits is fairly clear,
Scientists, however have varied opinions in this regard. For example, horticulturists

that lives at least two years. In the case of fruits and vegetables that meet the criteria

What does this passage mainly discuss?

(A) The work of botanists and horticulturist
(B) Common types fruits and vegetables.

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(C) Scientific differences between fruits and vegetables.
(D) The seed-bearing nature of fruit.

Melihat contoh di atas, gagasan pokok ada pada kalimat pokok dan alinea kedua
“these differences stem from the ways in which fruits and vegetables are classified”.
Kalimat pertama pada alinea pertama “For most people, the distinction between
fruits and vegetables is fairly clear” merupakan kalimat pengantar atau introductory
sentence yang mengantari kalimat “Scientists, however, have varied opinions in this
regard” sebagai gagasan pokok. Jadi jawaban yang betul adalah (C) scientific
differences between fruits and vegetables karena merupakan gagasan pokok yang
ditentukan oleh kalimat pertama paragraf kedua, kalimat kedua paragraf pertama.
Berkaitan dengan soal gagasan pokok, terdapat beberapa hal yang kita lakukan
adalah [1] membaca bacaan secara sekilas untuk mengenali gagasan pokok dan
pendukung, [2] menangkap gagasan-gagasan pokoknya saja, [3] jangan pernah
membaca rincian, [4] temukan kalimat topik pada masing-masing alinea dalam
bacaan, [5] kenali sistematika rincian gagasan dengan membaca secara tepat untuk
mendapatkan petunjuk-petunjuk tentang susunan gagasan.
Antara satu gagasan dengan gagasan yang lain saling berhubungan. Hubungan
itu dapat terlihat antarklausa, antarkalimat dalam bacaan yang biasanya ditandai
oleh pemarkah hubungan atau linking device. Bila hal ini terjadi, kita hams cermati
pemarkah hubungan. Linking device yang sering digunakan dalam TOEFL adalah
sebagai berikut.
Linking Devices that:
qualify but, however, although, yet, except for

emphasize surely, certainly, indeed, above all, most importantly

illustrate for example, next, for instance, thus, such, such as

contrast unlike, in contrast, whereas, on the other hand, instead

concede although, yet, nevertheless, of course, after all

conclude finally, in conclusion, at last, in summary; to sum up

add in addition, also, moreover, then, first, second (etc.)

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compare similarly, like, in the same way, both, equally important
explain now, in addition, furthermore, in fact, in this case, at this
point

state a consequence therefore, as a result, consequently, accordingly, otherwise

Menggunakan linking device merupakan salah satu cara yang dipakai oleh
penulis untuk menunjukkan hubungan antara klausa adalah dengan menggunakan
Linking Device atau pemarkah hubungan, baik antarklausa maupun antarkalimat.
Salah satu fungsi pemarkah ini adalah menandai hubungan yang tepat antargagasan
seperti yang terlihat pada contoh bacaan berikut:
Since what their bosses and the system impose on them are backed up by penalty;
managers cannot tamper with those requirements. Thus their self-imposed time
becomes their major area of concern.
Contoh bacaan di atas menunjukkan bahwa hubungan antargagasan yang
terkandung di dalam kalimat pertama dan kedua dinyatakan secara eksplisit oleh
kata thus, yang menandai hubungan sebab-akibat. Dengan kata lain, gagasan dalam
kalimat kedua merupakan akibat dan gagasan yang terkandung dalam kalimat
pertama. Oleh karena itu, thus di sini dipakai sebagai pemarkah eksplisit hubungan
sebab akibat.
Satu fungsi lain pemarkah hubungan (linking device) adalah menginformasikan
apa-apa yang akan muncul kemudian kepada pembaca. Dengan kata lain, pemarkah
macam ini berfungsi sebagai penunjuk jalan pemikiran penulis, yang
memberitahukan kepada pembaca arah yang hendak dituju oleh penulis seperti
yang terlihat pada contoh berikut.
In a five-day week, the manager will have picked tip 60 screaming
monkeys—far too many to do anything about individually. So....
Dalam contoh di atas, kita tidak tahu persis kata-kata apa yang akan muncul
setelah so, namun pemarkah ini memberi tahu kepada kita macam informasi apa
yang akan muncul. Dalam hal ini so menyiratkan bahwa penulis akan menunjukkan
akibat dan apa yang baru saja disebutkannya dalam kalimat terdahulu.

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Latihan Menemukan Pemarkah Hubungan
Lingkari frasa atau klausa yang sesuai dengan makna pemarkah hubungan.
Perhatikan contoh berikut ini.
Although potatoes are richer in food value than any other vegetable, they are
not always a wise choice for a garden crop because they need a considerable amount
of room.
Consequently …
(A) they are the most common vegetable in a garden
(B) people don’t eat potatoes very much I
(C) they can be more economically grown on farms.
(D) farmers overcharge for their potatoes.
You should circle (C) because if potatoes are not a wise choice for a garden because
of the amount of room they need, they could be grown on a farm more
economically, since a farm does have adequate space.

1. Glass was precious to Egyptians. who used it interchangeably with gemstones.

(A) it is over 4,000 years old.
(B) its novelty as an artist’s material prevents its being taken seriously.
(C) today it has come out of factories arid into the workshops.
(D) today it is so commonplace in everyday objects that it is seldom given a
second thought.

2. Glimpses into the prenatal world via ultrasound imaging occasionally show
behaviors such as
(A) die development of the central nervous system.
(B) the sex of the baby-to-be.
(C) a fetus sucking its thumb.
(D) structures as small as the pupil of an eye of a second-trimester fetus.

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3. Although the animals and plants that live in the world’s various deserts come
from different ancestral stocks,
(A) they have solved their problems of survival differently.
(B) none of them have adapted to the jungles.
(C) they are from different deserts.
(D) they resemble one another to a surprising degree

4. Children dress up in witches’ hats or goblin suits to play pranks when

celebrating the ancient pagan holiday of Halloween. In contrast
(A) Thanksgiving is a traditional holiday.
(B) Thanksgiving is always celebrated on the fourth Thursday of November.
(C) Families dress more formally and set elegant tables for the more serious
occasion of Thanksgiving.
(D) Children enjoy Thanksgiving

5. Everything from chairs and fishing poles to rope and paper can be made from
bamboo. Equally important,
(A) this giant grass grows in warm climates.
(B) fresh spring bamboo shoots take longer to cook than winter ones.
(C) a variety of food can be made from this giant grass.
(D) preserved bamboo shoots can be used in soups instead of fresh ones.

6. Earth satellites transmit telephone and television signals, relay information

about weather patterns, and enable scientists to study the atmosphere. This
information has helped people communicate ideas and expand their
knowledge. In conclusion
(A) satellites have enriched the lives of humankind.
(B) satellites are expensive to send into space and sometimes are difficult to
maintain.
(C) a dish antenna can pick up 300 TV channels from satellites.

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 (D) satellites are placed in an orbital region around Earth called the
geostationary belt.

7. In the 1940s, when many of today’s astronauts hadn’t even been born, comic
strip detective Dick Tracy fought crime in an atomic-powered space vehicle.
In addition to that
(A) many of today’s astronauts have used a kind of atomicpowered space
vehicle.
(B) he used lasers to process gold and a two-way wrist TV for communication.
(C) Dick Tracy was a very popular comic strip in the U.S..
(D) astronauts used lasers to process gold and communicated on long-distance
flights using two-way wrist TVs.

8. Until recently, chlamydial infections could be detected only by a complicated

test that took up to seven days to complete and which was offered only at a few
medical centers. As a result
(A) up to 10 percent of all college students are afflicted with it.
(B) chlamydial infections were rarely diagnosed.
(C) chlamydial infections are treated promptly.
(D) doctors prescribe large doses of antibiotics to treat the Infections.

9. Medical researchers have recently developed a nonsurgical method of treating

heart disease that in some cases
(A) is just as effective as coronary bypass surgery but is much less expensive
and disabling.
(B) can replace a clogged artery by the transplanting of a vein or artery from
another part of the body.
(C) continues to be underused because coronary bypass operations are
lucrative for hospitals and surgeons.
(D) requires opening up the chest and operating under local anesthesia.

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10. Neurons, which cannot divide, are the basic cells of the brain, Glial cells, which
can increase in number, provide support and nourishment to the neurons. It was
hypothesized that if Einstein’s brain was more active in some areas, more glial
cells would be found there. Indeed
(A) scientists found that the physicist’s brain contained more glial cells per
neuron in all four areas, compared with the brains, of eleven normal males.
(B) scientists previous work had show that animals put in environments that
stimulate mental activity develop more glial cells per neuron.
(C) scientists examined sections of the upper front and lower rear if both
hemispheres because these areas are involved in “higher” thinking.
(D) scientists found that even though there was evidence he had greater
intellectual processing, it cannot be determined if Einstein was born with
this or developed it later.
Latihan Mencari Gagasan Pokok
Bacalah bacaan berikut dan pilihlah salah satu (A), (B), (C), or (D).
Procrastinators are people who have a chronic habit of putting things off,
usually until the last minute and sometimes until it is too late altogether. The most
common reason that procrastinators themselves give for their habit, which they are
usually quite willing to talk about even if not willing to change, is that they are lazy.
Other typical excuses are that they are undisciplined, brilliant but disorganized, or
very poor at organizing their time.
Some procrastinators, however, almost against their very nature,, actually
get as far as trying to do something about their problem and seek help. Recent
research with such people seems to suggest that their difficulties are much more
complex than the procrastinators themselves think. The general conclusions are that
such people have a vulnerable sense of self-worth, are particularly fearful of failure,
and deliberately put things off precisely so that they never leave themselves time to
produce their best work. The reason for their delaying tactics is that, since they do
everything at the last moment and under pressure, the procrastinators can retain
their illusion of brilliance without ever having to put it to the test.

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1. The main idea in the first paragraph is …
(A) the nature of procrastination
(B) the undisciplined character of procrastinators
(C) that disorganization is the procrastinator’s main problem
(D) the reasons procrastinators give for their behavior

2. The main idea in the second paragraph is …

(A) how procrastinators have an illusion of brilliance
(B) how procrastinators seek help
(C) research findings regarding procrastinators
(D) that procrastinators always leave everything until the last moment

3. A suitable title for this passage might be…

(A) The Chronic Habit of Procrastination
(B) Procrastination: Excuses and Reality
(C) Disorganization, the True Cause of Procrastination
(D) Procrastination: Never Do Today What You Can Put off until Tomorrow

4. With which of the following would the author be most likely to agree?
(A) Procrastinators are usually unaware of the true causes of their predicament.
(B) Laziness, lack of discipline, and poor organization of time are the major
causes of procrastination.
(C) One thing most procrastinators do is seek help for their problem.
(D) A procrastinator would automatically fail any real test of his brilliance.

5. All of the following ideas appear in the passage. Which do you think the author
attributes most importance to?
(A) Some procrastinators seek help for their problem.
(B) Procrastinators, in general, put off things deliberately so as to avoid a real
test.
(C) Procrastinators usually think that they are very bad at organizing their time.

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(D) Procrastinators sometimes put off things until it is too late.

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 MODULE VIII
MEMAHAMI DETAIL

1. Indikator
 Students are capable of catching crucial information related to Detail
Information given in a text.

2. Dasar Teori
A. Deskripsi Singkat
Salah satu bagian penting dalam reading comprehension adalah menjawab
tentang detail. Beberapa hal penting yang berkaitan dengan detail yang perlu
diingat—ingat. Hal-hal yang berkaitan dengan pertanyaan detail adalah parafrasa,
fakta dan atau gagasan dalam bacaan, makna kata dalam konteks, kata acuan atau
referensi. Karena terkadang rumitnya masalah detail, sebaiknya Anda
memperhatikan poin-poin di bawah ini.
 Tipe pertanyaan detail paling banyak ditemukan pada bagian pemahaman
bacaan.
 Pertanyaan macam ini menyangkut rincian atau detail yang terdapat pada
bagian-bagian tertentu dalam bagian.
 Jawaban atas tipe pertanyaan ini pada umumnya dapat langsung ditemukan
dalam bacaan. Di samping itu, jawaban atas pertanyaan macam ini umumnya
diberikan secara berurutan dalam bacaan.
 Dalam banyak hal, pertanyaan detail menuntut Anda untuk memilih jawaban
yang merupakan parafrasa, atau pengungkapan ulang intonasi yang sama dengan
kata-kata yang berbeda, dan fakta yang terdapat dalam bacaan. Suatu parafrasa
menyampaikan makna yang sama, tetapi sedikit berbeda dalam pemakaian
kosakata maupun tatabahasa.
 Bentuk-bentuk berikut dapat digunakan untuk mengawali pertanyaan detail:
 According to the passage...
 The passage states that...
 The author states that...

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  What does the author say about...
 It is indicated that...
 It is stated...
 All of the following are mentioned EXCEPT..
 Which of the following is NOT supported by...

Sebagian besar pertanyaan pada bagian pemahaman bacaan termasuk dalam

kategori ripe pertanyaan detail. Tipe pertanyaan ini bertanya mengenai sebagian
kecil dari bacaan, bukan bacaan secara menyeluruh dan sekaligus bertanya
mengenai informasi tersurat yang diungkapkan dalam bacaan. Jawaban yang benar
atas pertanyaan macam ini seringkali merupakan parafrasa dan apa yang
diungkapkan dalam bacaan. Ini berarti bahwa jawaban yang benar seringkali
menyampaikan gagasan yang sama dengan apa yang tertulis dalam bacaan, namun
kata-kata yang dipakai tidaklah sama persis. Sebagai contoh, apabila bacaan
menyatakan bahwa George Washington’s family was rich, maka jawaban yang
benar atas pertanyaan mengenai status keuangan keluarga Washington barangkali
menyatakan bahwa his relatives are wealthy.
Oleh karena itu, pada waktu menjawab pertanyaan macam ini, Anda harus ingat
bahwa (1) tipe pertanyaan detail pada umumnya dapat dijawab sesuai dengan urutan
informasi yang terdapat di dalam bacaan, dan (2) jawaban yang benar bisa jadi
menggunakan kata-kata yang sama persis seperti yang terdapat di dalam bacaan,
namun pada umumnya merupakan detail atau penyampaian informasi yang sama
dengan kata dan tatabahasa yang berbeda dan apa yang terdapat di dalam bacaan.
Makna kata-kata tertentu dapat diterka dan konteks pemakaiannya. Sebagai
contoh perhatikan kalimat berikut:

Timothy scowled when he saw the dent in his new car.

Kita dapat menerka bahwa Timothy marah pada waktu melihat mobil barunya
penyok. Kendatipun kata “scowl” tidak dapat diketahui secara pasti maknanya dan
konteks kalimat di atas, namun kita dapat menerka bahwa kata ini merupakan suatu
cara untuk menunjukkan perasaan tidak senang atau bahkan kegeraman. Lebih
lanjut kita dapat menerka bahwa sebagian besar orang menunjukkan kemarahan

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atau kegeraman mereka melalui air muka atau mimik wajah. Dengan demikian, kita
dapat menarik kesimpulan bahwa “scowl” berarti mimik wajah yang menunjukkan
perasaan tidak senang atau perasaan geram.
Namun demikian, makna suatu kata tidak selalu dapat kita terka dan konteks
kalimatnya. Perhatikan kalimat berikut sebagai contoh:

Timothy scowled when he saw Aunt Agatha.

Apabila kita tidak tahu bagaimana pendapat Timothy terhadap Bibi Agatha, kita
tidak akan dapat menerka makna “scowled” dalam kalimat ini. Akan tetapi,
kalimat-kalimat lain dalam bacaan barangkali akan memberikan petunjuk mengenal
pendapat Timothy, dan ini dapat memberi petunjuk terhadap makna kata tersebut.
Kendatipun bagian kosakata dalam tes TOEFL tidak memberikan petunjuk
konteks, Anda akan menyadari bahwa ketrampilan Anda dalam memahami makna
kata-kata dalam konteks akan bermanfaat pada waktu mengerjakan bagian
pemahaman bacaan.
Di atas kita telah melihat bagaimana makna kata dapat diterka dan dipahami
melalui cara-cara tertentu yang dipakai oleh penulis. Berikut ini kita akan
membahas cara-cara lain yang dapat membantu kita untuk menerka dan memahami
kosakata yang belum kita ketahui maknanya.
1. Pemakaian klausa ajektiva. Klausa ajektiva (adjective clauses) kadang kala
dipakai untuk menunjukkan makna kata tertentu di dalam kalimat. Klausa
macam ini umumnya diawali oleh kata hubung that, who, which, whom, when,
where. Perhatikan contoh ini:
Airships, which are cigar-shaped, steerable balloons, have many uses, such as
filming, advertising, and entertainment. Dalam kalimat ini makna “airship”
ditunjukkan oleh klausa ajektiva “which are cigar-shaped, steerable balloons.”
2. Pemakaian kata acuan. Kata-kata tertentu terkadang dipakai untuk mengacu ke
depan ataupun ke belakang pada kata-kata lain dalam kalimat atau alinea.
Perhatikan contoh berikut ini:
The solar-powered batteries in the ERS- I are expected to function for at least
two years, during which time the satellite will be able to gather more information
than any previous satellite.

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 Makna ERS-I dalam kalimat ini ditunjukkan oleh kata acuan “satellite.”
3. Pemakaian kata atau ungkapan yang menunjukkan pertentangan. Terkadang
makna kata dapat dipahami karena bertentangan dengan makna kata lain di
dalam kalimat. Kata atau ungkapan yang menandai pertentangan ini di antaranya
adalah:

but however in contrast or whereas

despite instead in spite of unlike although

The brief scenes in the movie focus on the boy’s point of view, whereas the
longer scenes depict the father’s side.
“Brief” scenes di sini dapat disimpulkan maknanya sebagai “short” scenes
karena bertentangan dengan ungkapan “longer” scenes.
4. Pemakaian kata-kata lain dalam kalimat. Kata-kata lain dalam kalimat terkadang
dapat dipakai untuk mengenali makna suatu kata. Perhatikan contoh ini:
In order to sip the nectar with its long tongue, the bee must dive, into the flower
and in so doing becomes dusted with the fine pollen grains from the anthers,
Dalam contoh ini, kita dapat menerka bahwa “nectar” merupakan substansi
yang dikumpulkan oleh lebah dari setangkai bunga karena lebah tersebut harus
menyedot dengan lidahnya yang panjang (“sip... with its long tongue”) dan
masuk ke dalam bunga (“dive into the flower”). Kita dapat menerka makna
“anther” dan ungkapan “the bee must dive into the flower” dan “(the bee)
becomes dusted with fine pollen grain from the anthers.”

B. Latihan Identifikasi Parafrasa

Write an “S” in the space if the two sentences mean the same. Write a “D” in the
space if they have different meanings.

Example:
D (A) A collection of fascinating tales called The Arabian Nights was introduced
into Europe by the French scholar Antoine Galland.
(B) The French scholar Antoine Galland introduced into Europe a collection of
fascinating tales which he called The Arabian Nights.

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You should write “D” in the space because the sentences do not mean the same
thing. In the first sentence, the scholar introduced the tales, whereas in the second
sentence, the scholar introduced and named the collection of tales.
1. (A) Scree, which abounds in the Rocky Mountains, has its origins in the
ice ages.
(B) The Rocky Mountains have a lot of scree, whose formation dates back
to the ice ages.
2. (A) The drum arid flute music once heard in the streets has been replaced
by noisy radios and cassette players.
drum and flute music.
(B) Radios and cassette players are now heard in the streets, which once
were filled by the sounds of
3. (A) Many reef organisms avoid dead-end caves, which lack the steady
currents necessary for bringing a continuous food supply.
(B) Dead-end caves don’t have currents which bring in food supplies, so
many reef organisms don’t go there.
4. (A) Instead of being overwhelmed by the hard life in Montana, Evelyn
Cameron reveled in it.
in Montana.
(B) Evelyn Cameron revealed how difficult life was
5. (A) Two theaters in Stratford-upon-Avon and two in London are regularly
used by the Royal Shakespeare Company.
(B) The Royal Shakespeare Company regularly uses four theaters-two in
Stratford-upon-Avon and two in London.
6. (A) Police reconstruct scenes because people seem to recall things best
when they are in the same physical situation.
(B) When people are in the same physical situation, they seem to
remember better scenes than the ones
police have reconstructed.

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7. (A) Despite the cold Alaskan temperatures, which freeze perspiration and
breath a man’s, beard, cabin fever forces inhabitants to challenge the
elements.
(B) The Alaskan inhabitants stiffer from cabin fever, which causes
perspiration and breath to freeze in the men’s beards.
8. (A) Leather, when improperly handled and exposed to changeable
temperatures, cracks easily.
(B) Leather cracks easily when it is handled incorrectly and is exposed to
variable temperatures.
9. (A) Despite the increasing pollution of their shorelines, oceans have
become cleaner in the vast open-sea areas over the past decade.
(B) During the last 10 years, pollution has been increasing along the coasts
of the oceans and spreading to the once clean open-sea areas.
10. (A) The Hitler diaries, the greatest known publishing fraud in history were
written by a man who copied material from Hitler’s speeches and
medical reports.
(B) By copying material from Hitler’s speeches and medical reports, a
man wrote the Hitler diaries, which became known as the greatest
publishing fraud in history

Latihan 1
Read the following statements. Circle the letter of the statement that has the same
meaning as the given statement.
Example
The bulk of Kafka’s writings was not published until after his early death from
tuberculosis.
(A) It was not until after Kafka’s early death from tuberculosis that the bulk of his
writings was published.
(B) After the bulk of his writings was published, Kafka died an early death from
tuberculosis.

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(C) After Kafka had written the bulk of his published writings, he met with an early
death from tuberculosis.
(D) An early death from tuberculosis kept Kafka from publishing the bulk of his
writings.

You should circle (A) because this is the only sentence which contains the same
information as the first sentence. First Kafka died, and then most of his writings
were published.
1. Fainting is caused by a sudden drop in the normal blood supply to the brain.
(A) The brain reacts to a drop in the normal blood supply by fainting.
(B) Fainting occurs when the brain suddenly loses its normal blood supply.
(C) Fainting happens when the brain drops its normal blood Supply.
(D) The brain faints when the normal blood supply drops.

2. Gorillas, which are vegetarians, have been observed to demonstrate gentle

behavior toward small creatures in the wild.
(A) Vegetarians have been observed to demonstrate gentle behavior toward
gorillas and small creatures in the wild.
(B) Only vegetarian gorillas have been observed as demonstrating gentle
behavior toward small creatures in the wild.
(C) Small creatures in the wild have been observed as behaving gently and
demonstratively when near gorillas.
(D) It has been observed in the wild that gorillas, by nature vegetarians, treat
small animals gently.

3. In fighting forest fires, the initial attack crews dig a fire line, which varies in
width depending on the strength and nature of the fire.
(A) Initial attack crews dig a forest fire to vary the fire line’s width.
(B) Initial attack crews depend on the strength and nature of the fire to vary
the fire line.

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 (C) The width of the fire line, which the initial attack crews dig, varies
according to the strength and nature of the fire
(D) In digging a fire line, the initial attack crews depend on fighting forest
fires.

4. Medical quackery; which promises cures for all existing and even non-existing
diseases, has a powerful appeal even to the well educated.
(A) Well-educated people in medicine promise to find powerful cures for
diseases.
(B) Even well-educated people are attracted to fake cures for diseases that may
or may not exist.
(C) Medical quackery promises the well educated a cure for diseases.
(D) The medical profession has appealed to the well educated for funding to
find cures for diseases.

5. A silver compound has been found to kill the parasitic protozoa which are
carried by the dreaded tsetse fly causes sleeping sickness.
(A) The dreaded tsetse fly causes sleeping sickness and kills the parasitic
protozoa used for finding silver compound.
(B) It has been found that the silver compound which is carried by the dreaded
tsetse fly and causes sleeping sickness kills the parasitic protozoa.
(C) Sleeping sickness, which is caused by the dreaded tsetse fly, has been
found to kill the parasitic protozoa in silver compounds.
(D) Parasitic protozoa which cause sleeping sickness and are carried by the
dreaded tsetse fly can be killed with a silver compound.

6. While working as a fire fighter at the University of Mississippi, William

Faulkner submitted 37 stories to magazines, six of which were accepted.
(A) Of the 37 stories that Faulkner wrote while working at the University of
Mississippi as a fire fighter, six became published in magazines.

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 (B) Faulkner wrote six out of 37 stories after accepting a job as fire fighter at
the University of Mississippi.
(C) Faulkner published 37 stories in magazines, six of which were accepted by
the University of Mississippi.
(D) The six accepted stories by Faulkner were about his job as a fire fighter at
the University of Mississippi.

7. The continental drift theory proposes that the earth’s crustal plates are driven
by a global system of convection currents in the hot magma below that behave
like giant conveyor belts.
(A) Theoretically, the earth’s crustal plates behave like giant conveyor belts,
driving the convection currents across the hot magma which causes the
continents to drift.
(B) A global system of convection currents in the underlying hot magma acts
as giant conveyor belts to drive the earth’s crustal plates.
(C) The continental drift theory suggests that global plates cover hot magma,
which acts as a giant conveyor belt below the convection currents.
(D) The continental drift theory is proposed by the earth’s crustal plates, which
drive a global system of convection currents in the hat magma below,
behaving like giant conveyor belts.

8. Medical authorities have been reluctant to support the findings of some

nutritionists that vitamin C given in large doses can prevent die common cold.
(A) Medical authorities support the nutritionists’ views about the value of
vitamin C in preventing the common cold.
(B) Nutritionists have found that medical authorities are not in favor of using
vitamin C to prevent the common cold.
(C) Some nutritionists have found that large doses of vitamin C can prevent
the common cold, but this has not been completely accepted by medical
authorities.

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 (D) According to nutritionists and some medical authorities, the common cold
can be prevented by giving large doses of vitamin C.

9. Female cowbirds, which cannot sing, are nonetheless able to teach songs to
their young by responding to specific chirps and ignoring others.
(A) Even though female cowbirds cannot sing, they teach their chicks to do so
by responding to specific chirps and ignoring others
(B) Female cowbirds can neither sing nor teach songs to their babies by
responding to certain chirps more than to others.
(C) Female cowbirds, which cannot sing, have certain other birds teach their
young to sing.
(D) Female cowbirds, which cannot sing, unsuccessfully attempt to teach their
young to sing by responding to other bird songs.

10. The conflict between chose who wish to conserve a large area of unaltered and
unimproved spaces and those who want the abolition of the last remnants of
wilderness in the interest of industrial profit will not be resolved in the near
future.
(A) The people who desire to conserve a large area of untouched natural land
and those who want to use all land for industrialization are in a conflict
which will not have an immediate resolution.
(B) The conflict over whether a large area of unaltered and unimproved space
should be given over for industrial development and profit is of interest to
those resolved to abolish the last remnants of wilderness.
(C) Lawyers are profiting from the unresolved conflict between the people
who wish to save the last remnants of wilderness and those who want to
alter and improve the space for industry.
(D) There is an unresolved conflict caused by people who wish to abolish
industry and turn the spaces back into a natural wilderness state.

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Latihan 2
Underline the words or phrases in the passage that give the information that is
restated in the sentence following the passage.
Example
The damp British climate may be infuriating to humans, but it’s ideal for
plants. The Gulf Stream flows across the Atlantic to warm the west coast of these
Isles, which occupy the same latitudes as Newfoundland. Moisture Aden Atlantic
winds bring almost constant rain and mist, so plants don’t dry out.
The perfect weather conditions for plants to flourish are found in the British
Isles.
You should underline “British climate” (weather conditions in the British isles).
“Ideal for plants” (perfect for plants), and “constant rain and mist” (wet) because
these are the words from the passage that are restated.

Latihan 3
You will read several passages. Each reading passage is followed by several
questions about it. Choose the best answer, (A), (B), (C), or (D), to each question.
Example
Pragmatism is essentially an American school of thought that has had few
supporters elsewhere. Pragmatists believe that the test of any belief should be its
practical consequences. One of the first pragmatists, William James, wrote that it
was impossible to discover the “real’ world outside our senses and therefore we
must concern ourselves primarily with human experience. Because the world would
be a worse place without a belief in human responsibility, morals, and the freedom
of will, it was necessary, he considered, to believe in these concepts.
According to the passage, pragmatism is
(A) popular worldwide
(B) impossible to discover
(C) an American philosophy
(D) primarily a human experience

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The passage says that “Pragmatism is essentially an American school of thought
that has bad few supporters elsewhere.” Therefore, you should choose answer (C).

Questions 1-3
The 50-million-year-old fossils of all ancient whale found in the Himalayan
foothills of Pakistan give strong evidence that modem whales are descended from
a four-legged, land- dwelling animal. The fossils consist of part of the skull, some
teeth, and the well-preserved middle ear of an animal that was 6 to 8 feet long,
weighed 350 pounds, had a wolf-like snout, and had two foot-long jaws with sharp,
triangular teeth. It is the middle ear which suggests that the ancient whale lived on
land. Analysis indicated that the animal had eardrums, which do not work in water
and which modem whales have only in vestigial form. Furthermore, the right and
left ear bones were not isolated from each other. The separation of these bones in
marine whales enables them to detect the direction of underwater sounds.

1. The 50-million-year-old fossils found in Pakistan

(A) are 6 to 8 feet long and 350 pounds in weight
(B) are descended from a four-legged, land-dwelling animal
(C) proves the Himalayan foothills were once under water
(D) includes the middle ear of an ancient whale

2. Whales with eardrums

(A) would not be able to hear well in water
(B) were marine creatures
(C) could distinguish where underwater sounds originated
(D) could not live on land

3. A marine whale can recognize the source of a sound because

(A) the right and left ear bones are isolated fro in each other
(B) the middle ear is in vestigial form
(C) it lives under water instead of on land

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 (D) it has a well-preserved middle ear

Question 4-6
The most traditional American food may well be cornmeal. Cornmeal, as we know
it today, began as an Indian staple. The Indians grew corn of six different colors -
black, red, white, yellow, blue, and multicolored. They ground the corn kernels into
cornmeal and mixed it with salt and water, then baked it. This recipe was introduced
to the early colonists, who experimented, with it and developed their own uses for
cornmeal. Succotash, a meat stew with cornmeal added, and mush, leftover
cornmeal porridge cut and fried, are two meals invented by early colonists.
Visitors can travel south and enjoy spoon bread, a smooth pudding like dish, or to
New England for johnnycakes, a kind of flat pancake. But probably the most
common forms of cornmeal nationwide are cornbread, cornmeal muffins, and the
“hushpuppy,” a round ball of cornmeal batter that is fried in oil.

4. According to the passage, cornmeal was originally used by:

(A) the early colonists
(B) the New Englanders
(C) the American Indiana
(D) the people in the south

5. According to the passage, mush is

(A) a batter that is fried in oil
(B) fried leftovers from a cornmeal dish
(C) added to meat stew to make succotash
(D) one of two meals developed by the Indians

6. According to the passage, common forms of cornmeal are

(A) no longer popular
(B) restricted to certain regions
(C) found nationwide

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 (D) multicolored

Questions 7-9
A Stradivarius violin is unmatched in tonal quality and responds more quickly and
easily to the touch than any other violin. Unfortunately, the secrets for making such
a superb instrument were lost in 1737 with the death of Antonio Stradivari, the
master craftsman who built them. Many attempts have been made to reproduce an
instrument of such quality, but all have tailed. It is believed that the secret lies in
the wood that was used and the distinctive varnish, which ranges from orange to a
deep reddish-brown color. Only around 650 Stradivarius violins are believed to be
in existence today, and the price for such a rare instrument is well in the hundreds
of thousands of dollar. Even a cheap Stradivarius costs around a quarter million
dollars. It is not surprising that a Stradivarius is sought after by great violinists and
musical instrument collectors alike.

7. The main qualities of the Stradivarius are its

(A) age and number
(B) tone and response
(C) violinists and musical instrument collectors
(D) orange to reddish-brown color

8. According to the passage, how many Stradivarius violins are there?

(A) 1737
(B) 650
(C) 250,000
(D) 100,000

9. According to the passage, a Stradivarius that costs a quarter million dollar is..
(A) the rarest kind
(B) the most expensive one
(C) a cheap reproduction

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 (D) an inexpensive on

Questions 10-12
In the twentieth century, architects in large cities designed structures in a way that
reduced noise and yet made living as comfortable as possible. They used such
techniques as making walls hollow and filling this wall space with materials that
absorb noise. Thick carpets and heavy curtains were used to cover floors and
windows. Air conditioners and furnaces were designed to filter air through
soundproofing materials. However, after much time and effort had been spent in
making buildings less noisy, it was discovered that people also reacted adversely to
the lack of sound. Now architects are designing structure, which reduce undesirable
noise but retain the kind of noise that people seem to need.

10. Which of the following is NOT mentioned absorbing sound?

(A) filled hollow walls
(B) thick carpets and heavy curtains
(C) air conditioners and furnaces
(D) air filters

11. Architects are now designing

(A) new techniques of sound proofing
(B) the ideal noise
(C) structures with some noises
(D) adverse building

12. According to the passage, people live most comfortably with

(A) noise furnaces
(B) silence
(C) reduced noise
(D) certain noises

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Questions 13-15
The quality of the graphics output on a computer printer is measured in dpi (dots
per inch). Simply by changing the density of dots that make up each part of an
image, the printer can produce graphics that look almost photographic. To
understand how this works, consider how a black-and white photograph shows the
shades, which, in real life, are colors. Each color is a different shade of gray. For
graphics to be produced on the computer printer, a piece of software called printer
driver decides upon a dot pattern, whim will represent each color shade. These
different patterns or textures each create an individual effect, which your eye
translates into gray shades. The closer you look at the image, however, the less
lifelike it looks.

13. According to the passage, a computer printer can

(A) measure dots per inch
(B) change photographs
(C) look photographic
(D) produce pictures

14. Graphics are like black-and-white photographs in that

(A) they are produced by computers
(B) they each create an individual effect
(C) a dot pattern is decided by a printer driver
(D) each color is seen as a different shade of gray
15. According to the passage, the graphics image
(A) has the same quality as photograph
(B) changes the density of dots
(C) is an exact reproduction of the photograph
(D) loses its natural look when viewed close up

109
C. Latihan Kenal Makna Kata Kontekstual
Kita dapat menerka dan memahami makna kata dan konteks pemakaiannya
dengan memperhatikan cara-cara berikut ini.
1. Pemakaian salah satu bentuk kata kerja “to be” sebagai pengisi predikat.
Komplemen yang muncul setelah kata kerja “to be” seringkali dipakai untuk
menunjukkan subjek kalimat. Dalam hal ini kata kerja “to be” sama fungsinya
dengan tanda ‘=‘. Sebagai contoh, perhatikan kalimat ini:
A cutlass is a short curved sword.
Makna “cutlass” di sini ditunjukkan oleh kata “sword”
2. Pemakaian bentuk aposis: yaitu suatu nomina (noun) atau frasa nomina yang
muncul setelah nomina lain dan dipisahkan oleh tanda koma. Nomina atau frasa
nomina seperti ini menunjukkan makna nomina di depannya. Perhatikan
contoh berikut:
Mercury, the silver-colored metal used in thermometers, is usually in a liquid
form.
Di sini “mercury” secara umum sama artinya dengan “metal”, dan makna ini
ditunjukkan oleh bentuk aposisi “the silver-colored metal used in
thermometers”. Lebih lanjut kita dapat menguji apakah nomina atau frasa
nomina yang terdapat di antara tanda koma tersebut adalah bentuk aposisi
dengan menggunakan kata-kata “which is/are” atau “who is/are”.
Mercury, which is the silver-colored metal used in thermometers, is usually in
a liquid form.
3. Pemakaian tanda baca. Tanda baca kadangkala dipakai untuk memisahkan
suatu kata yang dipakai untuk mengacu pada suatu kata lain. Beberapa tanda
baca yang dapat dipakai seperti ini antara lain adalah:
, (commas) ( ) (parentheses) ‘ ‘ (single quotation marks) _ (dashes) [] (brackets)
“ “(double quotation marks)
In laser printing, the greater the number of dpi (dots per inch), the higher the
quality of the image produced.
Makna “dpi” di sini diacu oleh kata-kata dalam tanda kurung, yaitu “dots per
inch”.

110
4. Pemakaian kata “or”. Suatu kata terkadang ditunjukkan maknanya oleh suatu
sinonim yang muncul setelah kata “or”. Dalam contoh di bawah ini, makna
kata “husky” ditunjukkan oleh kata-kata “sled dog” yang ditulis setelah kata
“or”.
The husky or sled dog, of the North is a hardy breed.
5. Pemakaian contoh. Suatu kata ada kalanya ditunjukkan makna melalui contoh.
Kata atau ungkapan yang seringkali dipakai untuk memberi contoh di
antaranya adalah:
(such) as for example
like for instance
Percussion instruments, such as drums, cymbals, and tambourines, were the
preferred instruments in the study.
Makna “percussion instruments” dalam kalimat ini ditunjukkan oleh ketiga
contoh yang diberikan, yaitu “drums,”“cymbals,” dan “tambourines.” Dalam
hal ini makna “percussion instruments” sudah barang tentu lebih luas
dibandingkan dengan makna masing-masing contoh di atas.
Berdasarkan uraian di atas, sekarang silakan mencoba latihan berikut ini.

Directions: Look at the underlined word and write its meaning on the line.

1. A porcupine is a large climbing rodent that is covered with sharp spines for
defense.

2. Altitude, or the height above sea level, is a factor that determines climate.

3. Creatures such as the camel and the penguin are so highly specialized that they
can only live in certain areas of the world.

4. Hypoxia is an illness caused by a deficiency of oxygen in the tissue of the body.

111
5. In some American Indian tribes, the squaw, or woman, was the owner of all
property.

6. Intensity ¾ loudness or softness ¾ depends on the extent or amplitude of

vibrations.

7. Many residents of Hawaii used to believe that the volcano’s flaring were tirades
of their goddess, Pele.

8. Pacemakers, small electrical devices that stimulate the heart muscle, have
saved many lives.

9. Studying supernovas, the catastrophic explosions of dying stars, may give

answers to questions of modem cosmology.

10. Such large fish as groupers and moray eels recognize the wrasse as a friend that
will help them.

11. The atom is the smallest part of a chemical element that can exist and still have
the properties of the element.

112
12. The coelacanth, a large-bodied hollow-spined fish, was thought to be extinct
until recently.

13. The sand absorbs enough moisture to support drought-resistant plants such as
mesquite, as well as several species of grasses.

14. The use of carved birds, “decoy,” is not a new idea in hunting.

15. Vespers, or evening worship, can be heard at St. Matthew’s Cathedral.

Latihan
Look at the underlined word and write its meaning on the line.
1. At least 50 weed species fight off competitors by emitting toxins from their
roots, leaves, or seeds. These poisons do their work in a dozen ways, such as
inhibiting germination of seeds and destroying photosynthesis abilities.

2. Despite proposed cutbacks in financial support for domestic students,

assistance for foreign students studying and training in the United States is to
be sharply increased.

3. Important officials visiting president Roosevelt were surprised by his

menagerie of pets. No previous president had filled the White House with such
a variety of animals.

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4. Melody, which is the succession of sound, takes on new interest when fit into
a rhythmic pattern.

5. Recent test show that silver sulfadiazine, which is a compound used in the
treatment of burns, can cure the most serious types of African sleeping
sickness.

114
 MODULE IX
PURPOSE
1. Indikator
 Students are expected to be able to indentify the title of the text.
 Students are expected to be able to find purposes imply in the text.

2. Dasar Teori
A. Deskripsi Singkat
Bagian ini adalah bagian dari seri pertanyaan membaca TOEFL. Pada bagian
ini, kita akan membahas pertanyaan "Tujuan." Jenis pertanyaan ini memerlukan
pemahaman mengenai alasan di balik penyertakan suatu informasi oleh penulis.
Karena jawaban atas pertanyaan ini tidak secara langsung dinyatakan dalam teks,
penting untuk memahami inti dari setiap paragraf dan bagaimana informasi yang
disajikan terkait dengan pokok bahasan paragraf untuk berhasil menjawab
pertanyaan ini.
Memahami Konsep Pertanyaan What is the Purpose of the Text?

Apabila diartikan ke bahasa Indonesia artinya adalah “apa tujuan dari teks?”
Biasanya ditanyakan setelah disajikan sebuah teks bacaan. Untuk menjawabnya
kamu harus membaca keseluruhan teks tersebut terlebih dahulu.

Sebab jawabannya akan tergantung dari jenis teks yang ditampilkan pada soal.
Jadi, kamu harus mengerti tujuan dari teksnya kemudian menentukan apakah
termasuk dalam salah satu jenis teks berikut:

1. Narrative text, yaitu sebuah narasi yang ditujukan untuk menghimbur

pembaca. Jawabannya bisa ditulis begini “… enternain the reader”.

2. Recount text, yaitu menceritakan sebuah kisah pengalaman penulis.

Jawabannya bisa ditulis begini “… retell about the writer’s past experience”.

115
 3. Procedure text, yaitu teks yang berisi cara membuat sesuatu. Jawabannya bisa
ditulis begini “… tell how to do something or make something”.

4. Descriptive text, yaitu teks yang mendeskripsikan seseorang atau sesuatu.

Jawabannya bisa ditulis begini “… descriptive someone or something specially”.

5. Report text, yaitu sebuah laporan tentang sesuatu hal, tempat atau orang.
Jawabannya bisa ditulis begini “… describe about thing, place, or person in
generally”.

Jika kamu ingin menjawab pertanyaan ini dengan benar, maka harus
mengidentifikasi jenis bacaan yang disajikan dan memahami seluruh konten dari
teks bacaan tersebut. Dengan demikian, dapat memahami topik pembahasannya.
Jadi, jangan malas membaca teksnya. Walaupun tidak mengerti keseluruhan isi
bacaan, kamu bisa fokus mengenai garis besar dalam bacaan tersebut. Misalnya,
di dalamnya berisi sebuah dongeng, maka itu merupakan narrative text.

(Sumber : [Link]
pljr/
)
Berikut adalah beberapa tips yang dapat membantu Anda menjawab pertanyaan
"Tujuan" dalam tes membaca TOEFL:

 Bacalah pertanyaan dengan cermat dan pahami apa yang ditanyakan

kepada Anda
 Pastikan Anda memahami keseluruhan paragraf.
 Carilah kata-kata transisi. Ini sering kali merupakan petunjuk penting
mengapa penulis memasukkan informasi tertentu.
 Perhatikan gambaran besar paragraf tersebut. Biasanya pertanyaan tersebut
berkaitan dengan gambaran besar dari apa yang ingin disampaikan oleh
paragraf tersebut.

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  Gunakan proses eliminasi. Jawaban sering kali salah jika terlalu ekstrem
(kata-kata seperti tidak ada, tidak pernah, selamanya, selalu, dll.), jika
tidak disebutkan, atau jika tidak benar menurut informasi dalam paragraf.

Pertanyaan tujuan sering kali diutarakan seperti berikut:

1. Mengapa penulis menyebutkan (X)?
2. Penulis menyebutkan (X) untuk…
3. Penulis menyertakan keterangan (X) untuk…
4. Penulis menggunakan (X) sebagai contoh…
5. Penulis menyebutkan (X) dengan alasan manakah di bawah ini?
6. Penulis melakukan (X) untuk…
7. Apa tujuan penulis menyebutkan…

Jawaban berikut ini merupakan jawaban yang mengandung frasa tentang purpose
(tujuan);
1. to show/to illustrate (untuk menunjukkan/mengilustrasikan).
2. to account for/to explain (untuk menjelaskan/menjelaskan).
3. to support/to refute/to oppose (mendukung/menyangkal/menolak).
4. to criticize/to question (mengkritik/mempertanyakan).
5. to contrast/to compare (untuk membedakan/membandingkan).

B. TOEFL Reading Practice: Purpose Question

Darwin's theory is that 'selective breeding' occurs in nature as 'natural selection'

is the engine behind evolution. Thus, the theory provides an excellent basis for
understanding how organisms change over time. Nevertheless, it is just a theory
and elusively difficult to prove. One of the major holes in Darwin's theory
revolves around “irreducibly complex systems.” An irreducibly complex system
is known as a system where many different parts must all operate together. As a
result, in the absence of one, the system as a whole collapses. Consequently, as
modern technology improves, science can identify these “irreducibly complex

117
 systems” even at microscopic levels. These complex systems, if so inter-reliant,
would be resistant to Darwin's supposition of how evolution occurs. As Darwin
himself admitted, “To suppose that the eye with all its inimitable contrivances for
adjusting the focus for different distances, for admitting different amounts of
light, and for the correction of spherical and chromatic aberration, could have
been formed by natural selection, seems, I free confess, absurd in the highest
degree.

Question: In paragraph 4, what was the author's purpose of including a quote that
the belief that the complexity of the human eye could have been formed by natural
selection seems highly unlikely?

A. To provide evidence that irreducibly complex systems exist

B. The proof that the natural selection contradicts the basis of Darwin
C. The support that the natural selection contributes to the basis of Darwin
D. The support the claim that natural selection is just a theory and difficult to
prove

D is the correct answer. The quote shows that even Darwin, who created the
theory, acknowledges that some of the occurrences are difficult to believe and
difficult to prove. A is incorrect because the quote is not providing information
that would prove the existence of irreducibly complex systems. B and C are
incorrect because the quote does not say whether the idea of natural selection
contributes to or contradicts the theory.

(Sumber : [Link]
question
)

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 MODULE X
MENGIDENTIFIKASI REFERENSI
1. Indikator
 Students are axpected to be able to determine the reference in the text provided.
 Students are expected to be able to analyse the reference words properly.

2. Dasar Teori
A. Deskripsi Singkat
Bahasa Inggris, seperti halnya dalam bahasa-bahasa lain, mempunyai cara
merujuk kepada benda agar kita tidak mengalami kebosanan ketika membaca dan
membuat tulisan menjadi tidak enak dibaca seperti yang dicontohkan pada bagian
berikut.
American and Mexican biologist have found that diephenodione, a man-made
anticoagulant, is a lethal weapon against vampire bats. American and Mexican
biologists have devised a method of using the blood of the victims as the means of
getting the drug into the bats.
Agar tidak menyebut kata berulang-ulang kita dapat mengacu pada benda
dengan menggunakan kata acuan atau reference worth. Bandingkan contoh berikut
dengan contoh di atas.
American and Mexican biologists have found that diephenodione, a man-made
anticoagulant, is a lethal weapon against vampire bats. They have devise a method
of using the blood of the victims as the means of getting the drug into the bats.
Kemampuan kita untuk mengenali kata-kata acuan dan kata atau frasa yang
diacu akan banyak membantu kita untuk lebih memahami bacaan secara
keseluruhan dan sekaligus untuk menjawab pertanyaan yang berkaitan dengan kata
acuan ini. Kita mungkin banyak belajar aturan pemakaian kata acuan, namun tetap
saja bingung mengenai apa yang diacu oleh sesuatu kata tertentu. Sebagai contoh,
kita mungkin tahu bahwa kata “it” dapat mengacu pada seekor binatang atau sebuah
benda. Kemudian kita menemukan kalimat berikut:

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When a bat feeds on a treated cow, it picks up the anticoagulant, and within a few
days it dies from internal bleeding.
Karena kata “it” dapat mengacu pada seekor binatang, kita mungkin akan
menjadi ragu-ragu apakah “it” dalam kalimat di atas mengacu pada “a bat” atau
pada “a treated cow”. Namun demikian, kalau terjadi keragu-raguan macam ini,
struktur dan atau makna kalimat harus memperjelas acuan tadi. Dalam hal ini, “it”
mengacu pada “a bat,” dan bukan “a treated cow”.
Kata acuan seringkali, tapi tidak selalu, berupa pronomina atau pronouns. Kata
ini dapat mengacu pada satu nomina (noun) atau satu frasa nomina (noun phrase)
yang tersusun dan beberapa kata. Perhatikan contoh berikut:
Cases abound of poor rural families from Mexico to Argentina losing their cows to
the deadly effect of rabies.
Kata acuan “their” di sini mengacu pada “poor rural families from Mexico to
Argentina.” Pada saat menentukan acuan, kita harus memperhitungkan semua kata
dalam suatu frasa.
Di samping itu, perlu juga kita sadari bahwa kata acuan dapat mengacu ke depan,
yaitu pada kata atau frasa sesudahnya, atau ke belakang, yaitu pada kata atau frasa
sebelumnya, terutama dalam ragam formal. Dalam contoh berikut, kata “they”
mengacu ke depan pada “farmers in Latin America.”
For the first time that they can remember, farmers in Latin America are relieved of
the constant fear of vampire bats.
Sebagaimana dapat kita amati dan contoh-contoh di atas, kata acuan biasanya
pendek dan seringkali berupa pronomina seperti it, she, he, they, their this, those,
dan sebagainya. Kata-kata macam ini mungkin kelihatan tidak penting, tapi
pemahaman terhadapnya sangatlah penting karena kata acuan ini membantu kita
untuk memahami jalinan unsur-unsur di dalam kalimat atau alinea. Kendatipun
pertanyaan khusus mengenai kata acuan ini tidak begitu banyak jumlahnya dalam
bagian pemahaman bacaan dalam tes TOEFL, namun kalau pertanyaan macam icu
muncul, kita haru mampu mengenalinya agar dapat menjawab pertanyaan dengan
tepat. Dalam beberapa latihan di bawah ini, Anda hams mampu mengenali kata
acuan (seperti pronomina) dan kata atau frasa yang diacunya.

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B. Latihan Identifikasi Referensi
Underline the referent of the word in italics. (Note: Reference words may
refer to a single word or to several words.)
Example
In a news conference this afternoon, the university announced that it intends to
make several important changes in next year’s budget.
1. The administration has decided to give more financial support to the average
student. This week it indicated its to increase the number of scholarships based
on need by 35 percent in the next year.

2. Although Professor Elkins has recently been challenged by Associate Professor

Talbott and Professor Thayer, she received the Golden Apple Award for
outstanding teaching for the fifth year in a row.

3. She has often been compared to her mother, Judy Garland, but Liza Mineffi
has proven herself to be a star in her own right.

4. Although a woman in the lifeboat shouted to her to jump, the woman standing
at the rail of the ship appeared to realize she would not have any chance of
being rescued.

5. One thing that Duran did prove about Leonard in their first fight was that be
was capable of taking a great deal of punishment.

6. A spokesman for the film company discussed the failure of the firm’s latest
western epic with reporters. He stated that the company would probably lose
more than die 15 million dollars it had cost to make the film.

7. Michael Cimino, director of Heaven’s Gate, which stars Kris Kristofferson,

recently reported that he will begin work on another film before the end of the
year.

8. Even though they have been in a more difficult position in recent years, small
bankers continue to be able to influence die direction of development in their
communities.
9. The committee has made the suggestion to all foreign investors that they should
study all applicable laws before buying property

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10. The basketball team never lacked vociferous supporters, but they rarely
responded to this show of enthusiasm.

Latihan
Read the passage and then choose the best answer; (A), (B), (C), or (D), 10 each
question. Write your answer in the blank. Answer all questions following a passage
on the basis of what is stated or implied in that passage.

Questions 1-10
A relatively new feature of radio broadcasts in Unites States is the call-in therapy
shows, in which callers get the opportunity to air problems, however intimate while
the hosts offer them free, and immediate, advice. The started, like so many other
self-help psychology ideas, in California in the early 1970’s, but now they have
spread to many other parts of the country and enjoy considerable popularity. This
phenomenon certainly does not please all psychologists and the shows have become
a matter of some concern to their professional association, the APA. Present APA
guidelines merely prohibit psychologists from diagnosing problems, or from
offering psychotherapy on the radio, while the earlier ones had prohibited all giving
of advice outside die traditional therapist-patient relationship. This prohibition fails
to satisfy many psychologists. Some consider all giving of psychological advice
over die radio totally unacceptable, but there are others who believe there should be
even more of it.
The former are typified by a Hastings Center psychiatrist. Who describes the
activity as disgusting”. On one occasion, lie backed up his view by walking out of
a radio program when the host insisted he answer listeners’ calls. But radio therapy
hosts, who are mostly attractive, youngish and qualified women, are fully capable
of backing up theirs, and do so charmingly and effectively, as might be expected
from professionals combining psychological expertise with entertainment know-
how.
1. them (line 4) refers to
(A) problems
(B) call-in therapy shows
(C) callers
(D) hosts

2. they (line 7) refers to

(A) problems
(B) call-in therapy shows
(C) callers
(D) hosts

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3. this phenomenons (line 9) refers to
(A) the fact that the shows started in California
(B) the fact that callers air intimate problems
(C) the fact that the shows started in the early 1970’s
(D) the fact that shows enjoy considerable popularity

4. their (line 11) refers to

(A) therapy shows
(B) self-help psychology ideas
(C) the hosts
(D) psychologists

5. ones (line 16) refers

(A) APA guidelines
(B) psychologists
(C) problems
(D) the shows

6. this prohibition (line 17) refers to

(A) that no advice be given outside the traditional therapist-patient relationship
(B) that psychologists do not diagnose problems or offer psychotherapy on the
radio
(C) that not all psychologists are pleased
(D) that it is a matter of some concern to the APA

7. it (line 21) refers to

(A) this prohibition
(B) the traditional therapist-patient relationship
(C) giving of psychological advice over the radio
(D) psychological advice

8. the former (line 22) refers to

(A) psychologists who object to call-in therapy shows
(B) psychologists who advocate more advice-giving over the radio
(C) the APA’s present prohibitions
(D) dispensing psychological advice

9. be (line 24) refers to

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 (A) a Hastings Center psychiatrist
(B) the host
(C) a listener
(D) the former

10. theirs (line 28) refers to

(A) activity
(B) radio-therapy programs
(C) listeners
(D) views

Questions 11-14
The Iditarod sled race has once again woven its way across miles of barren country
in Alaska. Inspired by a sled-dog relay of serum to Nome for a diphtaria
outbreak in 1973. It has continued each year along the storm-raked coast. The
mushers race across 1968 miles from Anchorage to Nome, stopping only to get food
for themselves and their dogs, and to sleep in camps or homes along the way.
Temperatures often hover around zero with the wind chill factor dropping the
temperature to minus 20 degrees or more. The winner gets as much as $5 0.000.
But only the hardiest competitors can cuter this unique race.

11. The word it in line 4 refers to

(A) Nome
(B) Diphtheria
(C) the race
(D) serum

12. Which of the following statements is NOT true according to the passage?
(A) There has been diphteria in Alaska since 1973.
(B) The racers stop only to eat and sleep.
(C) The race is more than 1000 miles long.
(D) It can be very cold during the race.

13. The author implies that the coastal areas of Alaska

(A) have illnesses such as diphteria
(B) are very stormy
(C) are never warm
(D) are places to make money

14. What word can be best substituted for the word hardiest inline 11?

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(A) heaviest
(B) most outgoing
(C) friendliest
(D) strongest

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 MODULE XI
MEMBACA INFERENSI
1. Indikator
 Students are expected to be able to note some clues on how to infere some
information from the text.
 Students are able to complete the excercices related to Inference.

2. Dasar Teori
A. Deskripsi Singkat
Tidak ada gunanya kita membaca kalau kita tidak memahami apa yang kita
baca. Yang pertama-tama harus kita pahami adalah informasi yang tersurat dalam
bacaan. Bagi kita hal ini barangkali lebih gamblang pada saat kita membaca dalam
bahasa asing seperti yang terlihat pada contoh berikut ini.
Of the seven men taking part in the experiment two were from Chiang Mai, two
from other cities in Thailand, and the remainder from neighboring Southeast Asian
countries.
Informasi yang sebenarnya tersurat dalam kalimat di atas tidaklah terlalu sulit untuk
dipahami:
 Tujuh orang laki-laki berperan serta dalam eksperimen.
 Dua di antaranya dan Chiang Mai.
 Dua dan kota lain di Thailand.
 Sisanya dan negara-negara lain di Asia Tenggara.

Namun demikian, penulis seringkali tidak mengungkapkan segalanya secara

tersurat karena hal ini seringkali tidak perlu dan terkadang malah tidak mereka
inginkan. Penulis menggunakan bahasa secara efisien dan mengetahui informasi
apa yang dapat disimpulkan dan kalimat-kalimatnya. Pembaca yang efisien mampu
memahami implikasi-implikasi ini. Lantas dan contoh di atas, informasi apa yang
dapat kita pahami di luar informasi yang tersurat di dalamnya? Coba kita telusuri
informasi tersirat yang termaktub dalam kalimat di atas dalam bentuk pertanyaan
yang sekiranya perlu dijawab.

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1. What is Chiang Mai?
Di dalam kalimat di atas tidak dikatakan bahwa Chiang Mai is a city in
Thailand, namun fakta ini dapat disimpulkan dan ungkapan other cities in
Thailand.
2. Where (and what) is Thailand?
Di dalam kalimat di atas tidak dikatakan bahwa Thailand is a country in
Southeast Asia, namun dapat disimpulkan dan ungkapan neighboring
Southeast Asian countries bahwa Thailand berada di Asia Tenggara. Di
samping itu, dapat disimpulkan pula bahwa Thailand adalah sebuah negara,
dan (a) fakta bahwa hubungan yang setara disiratkan oleh ungkapan
neighboring ... countries, (b) fakta bahwa ungkapan other cities in Thailand
menyiratkan bahwa Thailand merupakan satu unit lebih besar daripada sebuah
kota, dan (c) dan kata Thailand itu sendiri.
3. How many men from countries other than Thailand took part in the
experiment?
Kalimat di atas tidak menyebutkan bahwa ada tiga orang. Namun demikian,
informasi ini dapat disimpulkan dan ungkapan of the seven.., two Were... two
from ... and the remainder Kunci jawaban yang tepat atas pertanyaan di atas
terletak pada pengetahuan makna remainder dan sekaligus hanyalah soal
hitungan sederhana.

B. Pertanyaan Inferensi
Berikut ini adalah beberapa hal yang berkaitan dengan inferensi yang perlu kita
perhatikan ketika menghadapi tes.
1. Tipe pertanyaan inferensi dapat dipakai untuk menanyakan informasi tersirat
yang terdapat pada bacaan secara menyeluruh dan dapat pula dipakai untuk
menanyakan informasi tersirat yang terdapat pada bagian-bagian kecil tertentu
dalam bacaan.

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2. Jawaban atas pertanyaan macam ini tidak dapat langsung ditemukan dalam
bacaan, melainkan harus disimpulkan berdasarkan fakta-fakta yang terdapat di
dalam bacaan.

3. Bentuk-bentuk berikut dapat dipakai untuk mengawali pertanyaan inferensi:

 It can be inferred from the passage …
 The author implies that...
 The passage suggests…
 It is possible…
 It is likely that…
 The passage supports which of the following conclusions?
 It is implied

4. Satu jenis khusus pertanyaan inferensi menuntut Anda untuk memahami

bacaan sehingga dapat menarik kesimpulan mengenal apa yang mungkin
dibicarakan sebelum atau sesudah bacaan tersebut. Petunjuk terhadap jawaban
atas pertanyaan macam ini seringkali dapat kita temukan dalam beberapa
kalimat awal atau akhir dalam bacaan. Berikut contoh bentuk pertanyaan
macam ini:
 Which of the following would most likely be the topic of the next
paragraph?
 The previous paragraph most likely discusses...
 The paragraph following the passage most probably discusses...

5. Satu jenis khusus lain menuntut Anda untuk menentukan sumber bacaan, baik
dan buku, bidang ilmu atau mata kuliah. Untuk bacaan kedua di atas, misalnya,
sumber bacaan mungkin berasal dan sebuah buku mengenai pertanian. Berikut
contoh bentuk pertanyaan semacam itu:
 The passage would most likely be found in a textbook on which of the
following subjects?
 In which course would this reading probably be assigned?

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6. Satu lagi tipe khusus pertanyaan Inference menuntut kemampuan Anda untuk
mengenali sikap, pendapat atau tujuan penulis sebagaimana tersirat dalam
bacaan. Berikut contoh bentuk pertanyaan macam ini:
 What is the main purpose of this passage?
 What is the author’s purpose in this passage?
 Why does the author mention...
 The author uses an analog of... in order to emphasize which of the
following?
 Which of the following lines indicates the author’s attitude toward
 With which of the following statements would the author most likely agree?
 What is the tone of the passage?
 Which of the following words best describes the author’s tone?

C. Latihan Inferensi
Circle the letter of those inferences which can be made from the information
given in the statement. There may be more than one possible inference.

Example
The lesser of North American poets are more popular with children than major poets
because they are direct and clear.
(A) Children have difficulty understanding major poets.
(B) Minor poets write poetry for children
(C) There are fewer poets writing for children than writing for adults.
(D) Indirect and hidden meanings are used in the poetry of major poets.
You should circle (A) because it can be inferred that the poetry of major poets is
difficult for children because, unlike that of minor poets, it is not direct and clear.
You should not circle (B) because it cannot be inferred whet her either minor or
major poets write for children, or (C) because “lesser” means “minor poets. “ not
‘fewer poets. “ You should circle (D) because it can be inferred that if children like

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the lesser poets because they write more directly and clearly, the major poets use
indirect ways of expressing ideas and hide meanings by use of symbols.

1. Three of the published reports came from official investigations, but the other
two came from private individuals.
(A) Private individuals cannot submit reports for publication.
(B) Only the three official reports were considered for the publication.
(C) Five reports were published.
(D) Official investigations were made on private individuals.

2. The Institute of Anthropology plans to computerize archaeological data to help

restore the North American Indian villages in Chaco Canyon.
(A) The Chaco Canyon Indian villages were destroyed by European people.
(B) The Institute of Anthropology collects information about Indian villages
that are in ruins.
(C) The North American Indians in Chaco Canyon have computers to help
them store data.
(D) Computers can be helpful to restore archaeological plans.

3. Some scientists believe that the African bees which have devastated the Latin
American beekeeping industry will be come gentler as they interbreed with the
previously introduced European varieties.
(A) European bees will not be advantageous to the Latin American beekeeping
industry.
(B) African bees are ferocious and destructive.
(C) The Latin American beekeeping industry will become gentler as African
bees and European bees interbreed.
(D) African bees as well as European bees live in Latin America.

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4. The need for a person to love and be loved is so pressing that when it is
frustrated, the person will find a substitute, which can range from having a pet
to collecting antiques.
(A) Animal owners are people who think that nobody likes them.
(B) A person who feels rejected may lavish an abnormal amount of affection
upon a stray cat.
(C) To show your love for someone, you should give that person a pet
(D) Collecting stamps can be a substitute for needed attention.

5. From the start of training to the finish of a race, the attention that endurance
race contestants give their horses to ensure their being top condition for
competing is more than these riders give to themselves.
(A) To a contestant, the good condition of the horse is more important in
winning an endurance race than the condition of the rider.
(B) The riders in an endurance race like their horses than they like themselves.
(C) In order to win, the horses don’t give themselves as much attention as the
riders give to themselves.
(D) After a race, endurance race contestants give themselves more attention
than they give their horses.

6. No partner helps the male pheasant-tailed Jacana protect and nurture his chicks
ill their floating nest.
(A) The female pheasant-tailed jacana does not take care of her babies.
(B) The jacana is all aquatic bird.
(C) The male pheasant-tailed jacana doesn’t help to protect and nurture its
partner.
(D) The male pheasant-tailed jacana does not mate.

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7. Elephants are slowly becoming trapped in isolated forest enclaves completely
surrounded by land cleared for agriculture.
(A) Hunters are trapping elephants’ in isolated forest enclaves to get their ivory
tusks.
(B) People are destroying the elephants’ habitat to make farms.
(C) Elephants would have to cross through farmland to migrate to different
forests.
(D) People are trapping elephants to use them for clearing land for agriculture.

8. To safeguard sunken ships from adventurers or thieves, ship salvagers keep the
wrecks under constant surveillance by electronic and other means.
(A) Thieves sunk the ships to steal the cargo.
(B) Sunken ships contain things that are valuable.
(C) Ship salvagers are usually caught before they steal anything because of
safeguards.
(D) There are various ways to guard sunken ships from pilferers.

9. A species of weed known as the gopher plant has earned a new name-the
gasoline plant-because it yields a milky latex containing hydrocarbons that can
be refilled into substitutes for crude oil and gasoline.
(A) Some weeds have been renamed “gasoline plants” because their latex can
be made into gasoline.
(B) Substitutes for crude oil and gasoline call come from hydrocarbons.
(C) Gasoline refined from the gasoline plant will 50011 replace the need for
gasoline from other sources.
(D) Milk contains hydrocarbons necessary for crude oil and gasoline
substitutes.

10. Not yet profitably synthesized, morphine, a drug unsurpassed for controlling
pain, is still being scraped from opium poppy heads as it was at least 5.000
years ago.

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 (A) Morphine, a drug from the poppy plant, Is no longer profitable to cultivate.
(B) Cocaine is not as effective as morphine for stopping pain.
(C) Morphine has been used for pain control for at least 5.000 years.
(D) It is possible to make artificial morphine economically.

Latihan
Circle the statement, (A), (B), (C), or (D), which can definitely be inferred from
each of the sentences below Note: The number of inferences that can be drawn will
vary from item to item, and you may want to discuss your answers with your class.
Example
Krill, which are the main diet of whales, have been cited as one of the world’s
biggest unexploited food resources.
(A) Whales eat more krill than anything else.
(B) The world has a number of unexploited food resources.
(C) Whales are one of the world’s biggest unexploited food resources.
(D) The writer believes that krill constitute one of the world’s biggest unexploited
food resources.
You should circle statement (A) because the sentence says that krill are the main
diet (i.e. food) of whales. You should also circle (B) because the phrase “one of the
world’s biggest unexploited food resources” implies that there are more than one
unexploited food resource.
1. The maps are accompanied by essays that describe what they illustrate but also
go far beyond them.
(A) It is more probable that the publication is an atlas than a collection of
essays.
(B) It is more probable that the publication is a collection of essays than an
atlas.
(C) The maps tell more than the essays.
(D) The essays tell more than the maps.

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2. Chayefsky then moved into television writing and burst on the scene with the
acclaimed Marty; when the show was turned into a movie, it won Chayefsky
his first Academy Award.
(A) Marty became a television show after its success as a film.
(B) Chayefsky won more than one Academy Award.
(C) Chayefsky began his career as a television writer.
(D) Chayefsky was not known as a television writer before Marty.

3. Buying the right tires and keeping them properly inflated can add considerable
mileage to the life of your car; under inflation not only causes tires to wear Out
faster, but may also waste gasoline and undercut performance.
(A) Under inflating tires always shortens their lives.
(B) Under inflating tires always wastes gasoline.
(C) There may be as many as four separate benefits from keeping tires properly
inflated.
(D) The writer assumes that the most obvious effects of under inflation are
gasoline waste and inferior performance.

4. Like other assessments of the situation, Burke’s predictably, and sensibly,

forecasts a rise in unemployment among the young.
(A) The writer agrees with Burke’s forecast.
(B) Burke expects overall unemployment to rise.
(C) A number of predictions have been made with regard to the situation.
(D) Other forecasters agree with Burke about unemployment among the
young.

5. The Sahara and Arabian deserts together cover an area almost three times the
size of Europe.
(A) Every European country is smaller than the Sahara or the Arabian desert.
(B) Europe is slightly less than one-third the size of the two deserts combined.
(C) Alone, either the Sahara or the Arabian desert is larger than Europe.

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 (D) Europe is slightly more than one-third the size of the deserts combined.

6. Apart from the obvious fact that rioters tend to come from the less well-off
section of the community, there is no evidence that economic circumstances
have any causal relationship with street violence.
(A) There is some evidence for relating economic circumstances to street
violence.
(B) Not all the people in the community referred to are poor.
(C) There is no evidence that economic circumstances result from street
violence.
(D) All rioters come from the poorer section of the community.

7. Even those qualities from genes that are easy to splice into a plant cell, such as
salt-resistance, higher protein yield, and tolerance for heavy metals, may not
be generally advertised in seed catalogues for years to come.
(A) There are just three qualities from genes, which are easy to splice into a
plant cell.
(B) Scientists are already capable of splicing certain qualities from genes into
a plant cell.
(C) There are at least three qualities from genes, which can be spliced into a
plant cell.
(D) It will probably be a long time before qualities from genes, other than those
mentioned, will be generally advertised in seed catalogues.

8. Very occasionally a neutrino collides with a neutron in a chloride nucleus, thus

turning it into a proton and simultaneously converting the chlorine atom into
radioactive argon.
(A) Neutrinos are rare.
(B) Collisions between neutrinos and neutrons in chloride nuclei are rare.
(C) Such collisions always result in the formation of protons.
(D) Chlorine atoms are commonly transformed into argon.

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9. In this work the author takes on an analytical task which his style of writing
appears less well adapted to than it was to the narrative theme of his earlier
book.
(A) The author appears to be capable of adapting his writing style to his
subject.
(B) The author writes about different kinds of subjects.
(C) The author has written two books in total.
(D) The author is a better analyst than story-teller.

10. With the cadmium ban only months away, the largest chemical corporation in
Sweden has already been experimenting with tin as a stabilizer in plastics, with
results that are promising but, so far, inconclusive.
(A) A Swedish company was the first to experiment with cadmium as a
stabilizer in plastics.
(B) Cadmium has been successfully used as a stabilizer in plastics.
(C) The experiments with tin as a stabilizer are continuing.
(D) The largest existing chemical company is in Sweden.

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 Listening Comprehension

A. Deskripsi Singkat

Listening Compherension Section bertujuan menguji kemampuan Anda

dalam memahami bahasa lisan. Akan tetapi, untuk bisa memahami bahasa lisan
tersebut, di samping harus membiasakan diri mendengarkan bahasa inggris
lisan, Anda harus memiliki pengetahuan struktur bahasa (tata bahasa) Inggris
yang memadai. Semua Kalimat dalam bagian ini menggunakan kalimat yang
gramatikal (benar menurut tata bahasa) dan biasanya dalam bentuk kalimat
lengkap. Semua kalimat tersebut diucapkan dalam percakapan bahasa Inggris.
Agar bisa menjawab pertanyaan-pertanyaan dalam listening compherension
dengan baik, dituntut memiliki kemampuan untuk (1) memahami tekanan dan
nada, (2) memahami perbedaan bunyi, (3) memahami idioms, (3) memahami
ungkapan-ungkapan percakapan, (4) memahami kelompok atau frase kata
kerja, (5) menemukan informasi yang tersirat (tak dinyatakan secara jelas), (6)
memahami perbandingan, dan (7) memahami makna/isi percakapan atau
pembicaraan.
Nomor tujuh merupakan tujuan akhir dari tes listening compherension.

Listening Compherension Section terdiri dari tiga bagian dengan 50 pertanyaan.

Bagian A (Part A) terdiri dari 30 pertanyaan. Bagian B (Part B) terdiri dari tujuh
sampai delapan pertanyaan. Bagian C (Part C) terdiri dari 11 sampai 13 pertanyaan.
Untuk menjawab 50 pertanyaan tersebut, Anda diberi waktu 45 dan 47 menit. Jadi,
Anda memiliki waktu anatra 12 sampai 15 detik untuk menjawab 1 soal. Semua
soal akan dipedengarkan melalui tape dan tidak ada handphone, melainkan
menggunakan speaker (pengeras suara) yang telah dipersiapan untuk tes TOEFL.
Pembicaraan dalam tape menggunakan pengucapan dan ekspresi American English
(bahasa Inggris Amerika) di mana ucapan maupun ekspresinya agak berbeda
dengan British English (Bahasa Inggris). Anda perlu sekali memahami perbedaanya
terutama cara pengucapannya. Pengetahuan yang cukup mengenai perbedaan
bahasa Inggris British dan bahasa Inggris Amerika khususnya dalam hal

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pronounciation (pengucapan) akan sangat mendukung kemampuan Anda dalam
mengerjakan tes listening compherension.
B. Mini Talk
PART A
PART A
Pada part A, Anda akan mendengar sekitar 30 percakapan pendek (a short
conversation/dialogue) antara dua orang, dan setiap satu percakapan akan
diikuti oleh satu pertanyaan. Rata-rata satu pembicara hanya berbicara satu
kali. Ketika Anda mendengarkan percakapan, Anda harus memerhatikan
dengan cermat ungkapan yang diucapkan oleh pembicara kedua,karena
biasanya kata kunci untuk menjawab berada pada kalimat yang diucapkan
oleh pembicara kedua. Pembicara kedua biasanya akan memberikan informasi
penting yang membuat Anda bisa menjawab pertanyaan.

Setelah satu percakapan selesai, Anda akan mendengar sebuah pertanyaan.

Empat pilihan jawaban sudah tersedia dalam lembar soal. Semua jawaban disusun
secara gramatikal, dan tampaknya semua benar. Namun sebenarnya HANYA ADA
SATU jawaban yang benar. Anda diberi waktu 10 sampai 12 detik untuk menjawab
setiap soalnya.
Setiap pertanyaan dimulai dengan Question Words (Kata-kata tanya) terutama:
What (Apa/Apa yang/Berapa), Where (Di mana atau Ke mana), When (Kapan).
JARANG SEKALI pertanyaan dimulai dengan : Why (Kenapa/Mengapa), Which
(Yang mana), Who (Siapa/Siapa yang), How (Bagaimana/Berapa,Bagaimana).
Berikut ini adalah beberapa penggunaan kata tanya yang sering muncul pada
TOEFL.
Beberapa contoh pertanyaan yang dipakai pada Part A:
 Where does the conversation take place? (Di mana percakapan itu
berlangsung)
 What is the topic of the talk? (Apa topik pembicaraan ini ?)
 What does the man mean? (Apa yang dimaksud oleh laki-laki/pria itu?)

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  What does the woman mean? (Apa yang dimaksud oleh
wanita/perempuan itu?)
 When did it happen? (Kapan ini terjadi?)
 Where does the event occur? (Kapan peristiwa ini terjadi?)
 What is the man’s occupation? (Apa pekerjaan laki-laki/pria itu?)
 What is the woman’s profession? (Apa pekerjaan wanita/perempuan
itu?)

Pada lembar soal, sebelum mengerjakan soal listening, Anda harus membaca
dengan cermat petunjuk mengerjakan soal. Berikut adalah petunjuk atau perintah
yang harus Anda pahami. Di bawah petunjuk pada lembar soal, Anda akan diberi
empat pilihan untuk setiap soal.
PART A
Directions
In Part A, you will hear shirt conversations between two speakers. At the end of
each conversation, a third voice will ask a question about what was said. The
question will be spoken just one time. After you hear a conversation and the
question about it, read the four possible answers and decide which one would be
the best answer to the question you have heard. Then, on your answer sheet, find
the number of the problem and mark your answer.
(1) (A) April (B) May (C) June (D) July

Bagian A
PETUNJUK
Di Bagian A, Anda akan mendengar percakapan singkat antara dua pembicara.
Di akhir setiap percakapan, suara ketiga akan mengajukan pertanyaan tentang
apa yang dikatakan. Pertanyaan itu akan diucapkan hanya satu kali. Setelah Anda
mendengar percakapan dan pertanyaan tentang hal itu, baca empat kemungkinan
jawaban dan putuskan mana yang akan menjadi jawaban terbaik untuk

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 pertanyaan yang telah Anda dengar. Kemudian, pada lembar jawaban Anda,
temukan nomor masalah dan tandai jawaban Anda.
(1) (A) April (B) May (C) June (D) July

Setelah membaca petunjuk di atas, Anda akan mendengarkan sebuah percakapan

pendek sebagai berikut.
1. Man : I thought Mike and Francie were getting married in June.
Woman : No, that’s when his cousin’s wedding is. They’re getting
married the following month.
Third Voice : When does the woman say Mike and Francie are getting
married?
Jika Anda mendengarkan dengan saksama, Anda akan tahu bahwa Mike dan
Francie menikah bukan bulan Juni, melainkan the following month, yakni bulan
Juli. Jadi jawaban soal nomor 1 adalah D.

C. LONGER CONVERSATION
PART B
Pada Part B, Anda akan mendengar sebuah percakapan panjang (a long
conversation/dialogue) antara dua orang dan setiap satu percakapan panjang akan
diikuti oleh beberapa pertanyaan.
Teks lisan setiap percakapan panjang terdiri atas 140 s.d 290 kata dan
berlangsung selama 40 sampai 80 detik. Topiknya bersifta lebih akademis bila
dibandingkan dengan Part A dan materinya berbicara seputar sejarah, ilmu
pengetahuan, atau organisasi universitas, dan kadang-kadang Anda perlu
memerhatikan informasi yang berkaitan dengan angka-angka yang terdapat di dala
percakapan ini. Di sini, Anda memiliki waktu kira-kira 12 detik untuk menjawab
beberapa pertanyaan dalam satu percakapan panjang.
Setelah percakapan panjang selesai, Anda akan mendengar beberapa pertanyaan
yang diucapkan sekali. Pertanyaan biasanya dimulai dengan Question Words (Kata-
kata tanya) terutama: What (Apa/Apa yang/Berapa), How
(Bagaimana/Berapa/Bagaimana), Where (Di mana, Ke mana), Why (Mengapa),

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Who (Siapa), dan Whom (Kepada/Dengan Siapa) antara lain seperti contoh di
bawah ini:
 What is the main topic of this conversation ? (Apa topik utama percakapan
ini?)
 Where does the conversation take place? (Di mana percakapan ini
berlangsung?)
 When did it occur? (Kapan ini terjadi?)
 What will the man probably do next ? (Apa yang mungkin akan dilakukan
pria itu kemudian?)
 How is the woman decide to buy a used house ? (Bagaimana wanita itu
memutuskan untuk membeli rumah bekas?)
 Who is the guest speaker? (Siapa pembicara tamu itu?)

Berikut ini adalah contoh soal, dan tapescript percakapan panjang.

PART B
DIRECTIONS
In Part B, you will hear longer conversations. After each conversation, you
will be asked some questions. The conversations and questions, will be spoken
just one time. They will not be written out for you, so you will have to listen
carefully in order to understand and remember what the speaker says.

When you hear a question, read the four possible answers in your test book
and decide which one would be the best answer to the question you have heard.
Then, on your answer sheet, find the number of the problem and fill in the
space that corresponds to the letter of the answer you have choosen.

Bagian B
PETUNJUK
Di Bagian B, Anda akan mendengar percakapan yang lebih panjang.
Setelah setiap percakapan, Anda akan ditanya beberapa pertanyaan.

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 Percakapan dan pertanyaan, akan diucapkan hanya satu kali. Mereka tidak
akan ditulis untuk Anda, jadi Anda harus mendengarkan dengan seksama
untuk memahami dan mengingat apa yang dikatakan pembicara.
Ketika Anda mendengar pertanyaan, bacalah empat kemungkinan jawaban
dalam buku ujian Anda dan putuskan mana yang akan menjadi jawaban
terbaik untuk pertanyaan yang telah Anda dengar. Kemudian, pada lembar
jawaban Anda, temukan nomor soal dan isi ruang yang sesuai dengan huruf
jawaban yang telah Anda pilih.

Kemudian petunjuk di atas diikuti oleh beberapa soal, yang contohnya sebagai
berikut:
3.1. (A) He was crazy (C) He had many broken bones.
(B) They thought he was dead (D) He fell out of a plane.
3.2. (A) On a plane. (C) On the ground.
(B) On television. (D) In a hospital.
3.3. (A) He fell out of a plane. (C) He fell while walking.
(B) His two parachutes didn’t open. (D) A parachute fell on him
3.4. (A) He died. (C) He broke his leg.
(B) He jumped from a plane again. (D) He went crazy.

Setelah membaca petunjuk dengan jelas, Anda akan mendengar sebuah

percakapan panjang yang diikuti oleh beberapa pertanyaan, dalam contoh ini
diberikan empat pertanyaan. Perhatikan contoh percakapan panjang berikut ini.
Question 31 through 34 are based on the following conversation.

Man : Did you see that TV program last night about the sky driver whose
parachutes didn’t open after he had jumped from his plane?
Woman : No, I didn’t. Did he die?
Man : No, it’s really unbelievable how he could have survived such a free
fall, much less live to tell about it on television!

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 PART C

Pada Part C, Anda akan mendengarkan ceramah pendek (a short

lecture/talk) dan setiap satu ceramah pendek akan diikuti oleh beberapa pertanyaan.
Pada Part C, Anda akan mendengarkan teks lisan, yakni kuliah/ceramah pendek
(a short lecture). Biasanya setelah kuliah atau ceramah pendek, Anda akan
mendengar 3 (tiga) atau 4 (empat) pertanyaan.
Teks lisan setiap ceramah terdiri atas 140 sampai 290 kata dan berlangsung
sekitar 40 sampai 80 detik. Topiknya bersifat lebih akademis bila dibandingkan
dengan Part A dan materinya berbicara seputar sejarah, ilmu pengetahuan, atau
organisasi universitas, dan kadang-kadang Anda perlu memerhatikan informasi
yang berkaitan dengan angka-angka yang terdapat dalam percakapan/kuliah ini. Di
sini, Anda memiliki waktu kira-kira 12 detik untuk menjawab beberapa pertanyaan
dalam satu ceramah.

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 Setelah ceramah atau kuliah selesai, Anda akan mendengar beberapa
pertanyaan yang diucapkan sekali. Pertanyaannya biasanya dimulai dengan
Question Words (kata-kata tanya) terutama : What (Apa yang/Berapa), How
(Bagaimana/Berapa,Bagaimana), Where (Di mana? Ke mana), Why (Mengapa),
Who (Siapa), dan Whom (Kepada/Dengan Siapa) seperti juga yang terlihat pada
bagian B.

PART C
DIRECTIONS
In Part C, you will hear several talks. After each talk, you will be asked
some questions. The talks and questions will be spoken just one time. They will
not be written out for you, so you will have to listen carefully in order to
understand and remember what the speaker says.
When you hear a question, read the four possible answers in your test book
and decide which one would be the best answer to the question you have heard.
Then, on your answer sheet, find the number of the problem and fill in the space
that corresponds to the letter of the answer you have chosen.

BAGIAN C
PETUNJUK
Pada Bagian C, Anda akan mendengar beberapa pembicaraan / ceramah.
Setelah ceramah, Anda akan ditanya beberapa pertanyaan. Teks ceramah dan
pertanyaan-pertanyaan akan diucapkan sekali saja. Teks ceramah dan
pertanyaan-pertanyaan tersebut tidak akan ditunjukkan secara tertulis kepada
Anda, karena itu Anda harus mendengarkan secara cermat agar bisa memahami
dan mengingat apa ayng diucapkan oleh pembicara.
Ketika Anda mendengar sebuah pertanyaan, bacalah keempat pilihan
jawaban di buku soal Anda dan tentukan satu jawaban terbaik untuk pertanyaan
yang telah Anda dengar. Kemudian pada lembar jawab, temukan nomor soal dan
hitamkan huruf yang cocok dengan pilihan jawabannya.

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 Setelah membaca petunjuk di atas, bacalah soal yang mengikutinya. Berikut ini
adalah contoh cuplikan soal listening untuk Part C.

43. (A) To plan a special diet for the patient to lose weight
(B) To show someone how to read an x-ray.
(C) To get the patient to join an exercise class.
(D) To inform the patient about how to deal with his illness.

44. (A) She talked with a chiropractor.

(B) She read the x-rays.
(C) She did some back stretching exercises.
(D) She took some pain killers.

45. (A) Osteoarthritis.

(B) Curvature of the spine.
(C) Pinched nerves.
(D) Muscle spasms.

Setelah mengamati petunjuk dan soal pada buku soal Anda, bersiaplah untuk
mendengarkan ceramah lisan. Selama mendengarkan ceramah tersebut, amati
pilihan-pilihan jawaban pada buku soal Anda. Berikut ini adalah cuplikan script
dari ketiga soal di atas. Baca dan bandingkan dengan pilihannya.
Question 43 through 45 are based on the following commentary by a doctor
to a patient.

Mr. Davis, I’ve just finished reading your x-rays and I would like to discuss
them with you. You have osteoarthritis in the middle of your back and scoliosis,
which is a curvature of the spine. I can also feel the muscle spasms and pinched
nerves from your shoulders to the base of your spine. While this may sound
terrible to you, it is not life-threatening, nor is it something to worry about. At

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 present, there is no cure for these problems, but you can control them with proper
treatment. First of all, we need to adjust your diet a little. The nurse will provide
you with information on some foods to avoid completely and others whose
consumption should be restricted. Here is an explanation of some back exercises
that you can do. They will help to stretch and strengthen the muscles and to
relieve the pain. Use a heating pad and an ice pack to alleviate soreness in the
joints. I’m going to prescribe some muscle relaxers and pain killers. Take them
as indicated. In about six weeks we’ll to see how you are progressing and then
begin some chiropratic treatment. I’d like to see you again in three weeks. Please
have the nurse make an appointment for then.

43. What is the purpose of the talk?

44. What did the speaker do before talking with Mr. Davis?
45. According to the speaker, what is scoliosis?

JENIS-JENIS PERTANYAAN LISTENING

Anda sangat perlu memahami berbagai bentuk pertanyaan Listening

Compherension seperti:
a. Pertanyaan yang menanyakan Pikiran Utama (Main Idea)
 What is the main idea of this talk?
 What are they talking about?
b. Pertanyaan yang menanyakan Topik Pembicaraan
 What does the text talk about?
 What is the topic of this talk?
 What is the text about?
 What is the talk about?
c. Pertanyaan yang menanyakan Kesimpulan (Conclusion / Inference)
 What can we infer (simpulkan) from the talk?
 What is the conclusion of this meeting?

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d. Pertanyaan yang menanyakan Informasi Rinci (Detailed Information)
mengenai: Siapa (Who), Apa (What), Di mana (Where), Kapan (When), dan
Bagaimana (How).
 Who is invited to the party?
 What time did the meeting begin?
 Where did it happen?
 When was this virus invented?
 How could the explorer obtained the location?
e. Pertanyaan yang menanyakan Saran (Suggestion / Advice)
 What does the woman suggest?
 What should the man do?
f. Pertanyaan yang menanyakan Implikasi (Implication)
 What does this statement imply?
g. Pertanyaan yang menanyakan Tujuan (Purpose)
 What is the purpose of the talk?
h. Pertanyaan yang menanyakan Judul (Title)
 What is the best title of the talk?
i. Pertanyaan yang menanyakan tentang Sikap/Pandangan Pembicara
(Speaker’s view): apakah puas (satisfied), sedih (sad), Bahagia (happy),
kritis (critical), dan sebagainya, misalnya:
 What’s the speaker’s impression about the event?
 What does the speaker’s feel about it?
j. Pertanyaan yang menanyakan tentang Peserta Ceramah (Audience)
 Who is the speech addressing to?
 Whom is the speaker talk to?

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CONTOH-CONTOH SOAL SERTA ALTERNATIF PILIHAN JAWABAN
SESUAI JENIS PERTANYAANYA.
1) Pertanyaan Mengenai Topik Pembicara (Topic), misalnya:

What are the man and the woman talking about?

A. A health club C. A game
B. A class D. A dentist
2) Pertanyaan Mengenai Gagasan Utama (Main Idea), misalnya:

What do the speaker’s mainly discuss ?

A. The use of photographs in painting.
B. A TV program about Norman Rockwell.
C. The Saturday Evening Post Magazine.
D. Exhibits of art at the library.
3) Pertanyaan Mengenai Informasi Rinci (Detailed Information),
misalnya:

4) Pertanyaan Mengenai Kesimpulan (Conclusion /Inference ), misalnya:

What can we infer about the woman?

A. She has stopped smoking
B. She does not want to get married to the man
C. She has asked the man to quit smoking many times
D. She is not in love with the man

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5) Pertanyaan Mengenai Saran (Suggestion/Advice), misalnya:

What does the man suggest that the woman do?

A. Return later C. Stay at the dorm
B. Telephone the security guar D. Look for the key
6) Pertanyaan Tersirat/Secara Tidak Langsung (Implied Questions),
misalnya:

What does the man imply?

A. The woman cannot get a soda.
B. He will go downstairs to get the woman a soda.
C. The woman should go downstairs to get a soda.
D. He does not know where to get a soda
7) Pertanyaan Asumsi (Assumed Questions), misalnya:

8) Pertanyaan Mengenai Prediksi/Perkiraan (Prediction), misalnya:

What will the man probably do?

A. He will probably leave.
B. He will probably order the size orange juice they have.
C. He will probably not have any orange juice.
D. He will probably have orange juice.
9) Pertanyaan Mengenai Tujuan (Purpose), misalnya:
What is the main purpose of study group?
A. To prepare for the test.
B. To create a presentation.
C. To compare answer from a quiz.
D. To exchange.

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10) Pertanyaan Mengenai Lectures (Kuliah), misalnya:

According to research, what might be the dominant personality trait of the

youngest child?
A. Charming
B. Shy
C. Motivated
D. Happy

11) Pertanyaan Mengenai Masalah-masalah (Problems), misalnya:

What is the man’s problem?

A. He does not have a checking account.
B. He does not have any checks.
C. He does not have the money to pay his rent.
D. There is line at the cashier’s window.

12) Pertanyaan mengenai Sikap/Pandangan Pembicara (Speaker’s View):

satisfied (puas), sad (sedih), happy (bahagia), critical (kritis), misalnya:

13) Pertanyaan mengenai ucapan Idioms (Idiomatic Expressions),

misalnya:

On what do the speakers agree?

A. The sign has Mickey Mouse on it.
B. They do not believe the sign.
C. The course is very easy.
D. They did not register for the course.

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STRATEGIES

Skill 1: Focus On The Last Line

The short dialogues involve conversations between two people, each followed by a
question. It is important to understand that the answer to this type of question is
most often (but not always) found in the last line of the conversation.

Example from the Paper and Computer TOEFL® Tests

On the recording, you hear:

(man) Billy really made a big mistake this time.

(woman) Yes, he forgot to turn in his research paper
(narrator) What does the woman say about Billy?

In your test book or on the computer screen, you read:

(A) It was the first time he made a mistake.
(B) He forgot to write his paper.
(C) He turned in the paper in the wrong place.
(D) He didn’t remember to submit his assignment.

The last line of this dialogue indicates that Billy forgot to turn in his research
paper and this means that he didn’t remember to submit it. The best answer is
therefore answer (D)
The following chart outlines the most important strategy for the short dialogues:

Strategy #1: Focus On The Last Line

1. The last line of the dialogue probably contains the answer to the question.
2. Listen to the first line of the dialogue. if you understand it, that’s good. if you
don’t understand it, don’t worry because it probably does not contain the
answer.
3. Be ready to focus on the last line of the dialogue because it probably contains
the answer. Repeat the last line in your mind as you read through the answers
in the text.

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Listening
Exercise 1: In this exercise, you should focus on the last line of the dialogue, read
the question, and then choose the best answer to that question. Remember that you
can probably answer the question easily with only the last line.

1. (man) Can you tell me if today’s matinee is a comedy, romance, or

western?
(woman) I have no idea.
(narrator) What does the woman mean?
(A) She has strong ideas about movies.
(B) She prefers comedies over westerns and romances.
(C) She doesn’t like today’s matinee.
(D) She does not know.

2. (woman) Was anyone at home at Barb’s house when you went there to deliver
the package?
(man) I rang the bell, but no one answered.
(narrator) What does the nan imply?
(A) Barb answered the bell.
(B) The house was probably empty.
(C) The bell wasn’t in the house.
(D) The house doesn’t have a bell.

3. (woman) You just got back from the interview for the internship. How do you
think it went?
(man) I think it’s highly unlikely that I got the job.
(narrator) What does the man suggest?
(A) It’s unlikely that he’ll go to the interview.
(B) He thinks he’ll be recommended for a high-level job.
(C) The interview was apparently quite unsuccessful.
(D) He had an excellent interview.

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Skill 2: Choose Answers With Synonyms
Often the correct answer in a short dialogue is an answer that contain synonyms
(words with similar meanings but different sounds) for key words in the
conversation.

Example from the Paper and Computer TOEFL® Tests

On the recording, you hear:

(woman) Why is Barbara feeling so happy?

(man) She just started working in a real estate agency.
(narrator) What does the nan say about Barbara?

In your test book or on the computer screen, you read:

(A) She always liked her work in real estate.
(B) She began a new job.
(C) She just bought some real estate.
(D) She bought a teal estate agency.

In this dialogue, the key word started means began, and the keyword working refers
to job. The best answer to this question is therefore answer (B).
The following chart outlines a very important strategy for short dialogues:

Strategy #2: Choose Answers With Synonyms

1. As you listen to the last line of the dialogue, focus on key words in that line.
2. If you see any synonyms for key words in a particular answer, then you have
probably found the correct answer.

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Exercise 2: In this exercise, underline key words in the last line of each short
dialogue. Then underline synonyms for these key words in the answers, and choose
the best answer to each question. Remember that the best answer is Probably the
answer that contains synonyms for the key words in the last line of the dialogue.

1. (woman) Did you see the manage? about the job in the bookstore?
(man) Yes, and I also had to fill out an application?
(narrator) What does the man mean?
(A) He got a job as bookstore manager.
(B) The bookstore was not accepting applications.
(C) He saw a book about how to apply For jobs.
(D) It was necessary to complete a form

2. (man) We’re planning to leave for the trip at about 2:00.

(woman) Couldn’t we leave before noon?
(narrator) What does the woman ask
(A) If they could leave at noon
(B) If it is possible to go by 12:00
(C) Why they can’t leave at noon
(D) If they could leave the room

3. (man) Was the concert well-received?

(woman) The audience applauded for a long time after the performance.
(narrator) What does the woman say about the concert?
(A) The performance went on for a long time.
(B) There was applause throughout the performance.
(C) The people clapped on and on after the concert.
(D) The audience waited for a long time for the concert to begin.

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Skill 3: Avoid Similar Sounds
Often the incorrect answers in the short dialogues are answers that contain words
with similar sounds but very different meanings from what you hear on the
recording. You should definitely avoid these answers.

Example from the Paper and Computer TOEFL® Tests

On the recording, you hear:

(man) Why couldn’t Mark come with us?

(woman) He was searching or a new apartment.
(narrator) What does the woman say about Mark?

In your test book or on the computer screen, you read:

(A) He was in the department office.
(B) He was looking for a place to live.
(C) He was working on his research project.
(D) He had an appointment at church.

The key words in the last line of the dialogue are searching and apartment. In
answers (C) and (D), the words research and church sound like search, so these
answers are incorrect. In answers (A) and (D), the words department and
appointment sound like apartment, so these answers are incorrect. The best answer
is therefore answer (B).
The following chart outlines a very important strategy for the short dialogues:

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 Strategy #3: Avoid Similar Sounds

1. Identify key words in the last line of the dialogue.

2. Identify words in the answers that contain similar sounds, and do not choose
these answers.

Note: In Appendix A there are drills to practice distinguishing similar sounds.

You may want to complete these practice drills before trying the following
exercises.

Exercise 3: In this exercise. underline key words in the last line of each short
dialogue. Then underline words with sounds similar to these key words in the
answers, and choose the best answer to each question. Remember that the best
answer is probably the answer that does not contain words with sounds that are
similar to the sounds of the key words in the last line of the dialogue.

Listening
1. (woman) I heard that Sally just moved into a new beach.
(man) But Sally doesn’t have a cent!
(narrator) What does the man mean?

(A) Sally has no sense of responsibility.

(B) Sally sent her friend to the house.
(C) Sally has no money.
(D) Sally is on the with her.

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2. (woman) Did they get the new car they wanted?
(man) No, they lacked the money.
(narrator) What does the man mean?
(A) They locked the map in a car.
(B) They looked many times in the car.
(C) It cost a lot of money when the car leaked oil.
(D) They didn’t have enough money to buy another car.

3. (man) Have you finished packing yet?

(woman) You should call the porter to get the suitcases.
(narrator) What does the man mean?
(A) It’s important to pack the suitcases.
(B) They need help carrying their, bags.
(C) The man should pack his suit in case he needs it.
(D) The suitcases are quite portable.

Who, What, Where

Skill 4: Draw Conclusions About Who, What, Where

It is common in the short dialogues to ask you to draw some kind of conclusion. In
this type of question the answer is not clearly stated; instead you must draw a
conclusion based on clues given in the dialogue. One kind of conclusion that is
common in this part of the testis to ask you to determine who the speaker is, based
on clues given in the dialogue.

Example from the Paper and Computer TOEFL® Tests

On the recording, you hear:

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 (woman) Can you tell me what assignments I missed when I was absent from
your class?
(man) You missed one homework assignment and a quiz.
(narrator) What is the man?

In your test book or on the computer screen, you read:

(A) A newspaper editor
(B) A police officer
(C) A teacher
(D) A student

The clues class, homework, and quiz in the dialogue tell you that the man is
probably a tea chef:
Answer (C) is therefore the correct answer
Another type of conclusion that is common in the short dialogues is to determine
what will probably happen next, based on clues given in the dialogue.

Example from the Paper and Computer TOEFL® Tests

On the recording, you hear:

(woman) Are you going to read those books here in the library?
(man) I think I’d rather check them out now and take them home.
(narrator) What will the man probably do next?

In your test book or on the computer screen, you read:

(A) Sit down in the library
(B) Look for some more books
(C) Return the books to the shelves

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 (D) Go to the circulation desk

The man mentions books and says that he would like to check them out now. Since
the circulation desk is where you go to check books out from a library, the man will
probably go to the circulation desk next. The correct answer is therefore answer
(D).

A final type of conclusion that is common in the short dialogues is to determine

where the conversation probably takes place, based on clues given in the
conversation.

Example from the Paper and Computer TOEFL® Tests

On the recording, you hear:

(woman) Are you going into the water or are you just going to lie there on the
sand?
(man) I think I need to put on some suntan lotion.
(narrator) Where does this conversation probably take place?

In your test book or on the computer screen, you read:

(A) At a beauty salon
(B) At the beach
(C) In a sandbox
(D) At an outdoor restaurant

The clues water, sand, and suntan lotion in the dialogue tell you that this dialogue
probably takes place at the beach. Answer (B) is therefore the correct answer.

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The following chart outlines the key point that you should remember about this type
of question:

Conclusions About Who, What, Where

It is common for you to be asked to draw one of the following conclusions in the
short dialogues:

1. Who is probably talking?

2. What will she probably do next?
3. Where does the dialogue probably take place?

Exercise 4: In this exercise, read each short dialogue and question, underline the
clues that help you answer the question, and then choose the best answer. You will
have to draw conclusions about who, what, and where.

1. (man) I’d like to deposit this check in mu account, please.

(woman) Would you like any cash back?
(narrator) Who is the woman mean?
(A) A store clerk
(B) A bank teller
(C) An accountant
(D) A waitress

2. (woman) Have you deposited your paycheck yet?

(man) No, but that’s next on my list of errand?
(narrator) What will the man probably do next?
(A) Earn his paycheck
(B) Write a check for a deposit on an apartment
(C) Go to a bank

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 (D) Make a list of errands to run

3. (man) Did you get the bread, eggs, and milk?

(woman) Now we need to stand in line at the checkout counter;
(narrator) Where does this conversation probably take place?
(A) In a restaurant
(B) At a bakery
(C) On a farm
(D) In a market

Skill 5: Listen For Who and What in Passives

It is sometimes difficult to understand who or what is doing the action in a passive
sentence. This problem is often tested in the short dialogues.

Example from the Paper and Computer TOEFL® Tests

On the recording, you hear:

(man) Did Sally go to the bank this morning?

(woman) Yes, she did. She got a new checking account.
(narrator) What does the woman imply?

In your test book or on the computer screen, you read:

(A) Sally wrote several checks.
(B) Sally wanted to check up on the bank.
(C) A new checking account was opened.
(E) Sally checked on the balance in her account.

In this dialogue, the woman uses the active statement. She got a new checking
account, which means that Sally opened a checking account. The correct answer

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uses the passive structure that a new checking account was opened to express the
same idea. Therefore, the best answer to the question above is answer (C).
You should note the following about passive sentences in the short dialogues:

Passive Statements

1. If the dialogue contains a passive statement, the answer to the question is often
an active statement.
2. If the dialogue contains an active statement, the answer to the question is often
a passive statement.

Note: Check carefully who or what is doing the action in these questions.

Exercise 5: In this exercise each of the correct answers is either a passive

restatement of an active sentence or an active restatement of a passive sentence.
Read each shout dialogue and underline the key active or passive statement. Then
read the question and choose the best answer to the question. Be careful about. who
and what with these passives.

1. (woman) Alice needs to pay her tuition today.

(man) But her tuition has already been paid.
(narrator) Who does the man imply?
(A) Alice’s education has paid off.
(B) Alice’s tuition needs to be paid.
(C) Alice has already paid her fees.
(D) Alice has already received the money

2. (man) Have you been taking good care of the lawn?

(woman) I watered it only this morning.
(narrator) Who does the woman mean?
(A) She drank some water on the lawn this morning.

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 (B) She waited for him on the lawn this morning.
(C) The lawn has already been watered today.
(D) She wanted a new lawn this morning.

3. (man) Did you hear the news about the child who was lost in the park?
(woman) Yes, and I heard that she was just found!
(narrator) Who does the woman mean?
(A) Someone located the girl.
(B) She heard about the new park from the child.
(C) The child found her lost pet.
(D) The child was the last one in the park.

Skill 6: Listen For Who And What with Multiple Nouns

When there is more than one noun in a sentence in the short dialogues, it is common
for the answers to confuse which noun does what.

Example from the Paper and Computer TOEFL® Tests

On the recording, you hear:

(man) Do you know who is in the band now?

(woman) I heard that Mara replaced Robert in (he band.
(narrator) What does the woman say about the band?

In your test book or on the computer screen, you read:

(A) Robert became a new member of the band.
(B) Robert took Mara’s place in the band.
(C) Mara didn’t have a place in the band.

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 (D) Mara took Robert’s lace in the band.

In the woman’s response to the man’s question, she talks about two people (Mara
and Robert), and these two people are confused in the answers. Because Mara
replaced Robert, this means that Mara took Robert’s place in the band. The best
answer is therefore answer (D).
The following chart outlines the key point that you should remember about
questions with multiple nouns:

Who and What With Multiple Nouns

When there are multiple nouns in a sentence, it is common for the answers to
confuse which noun does what.

Note: Check carefully who or what is doing the action in these questions.

1. (A) The students were told to go listen to the speaker.

(B) The professor attended that evening’s lecture.
(C) The students were given directions to the lecture.
(D) The professor was directed to the lecture hail.

2. (A) The manager went to the supply room.

(B) The clerk set supplies on the floor.
(C) The clerk vent to the supply room at the manager’s request.
(D) The clerk backed into the manager in the supply room.

3. (A) The librarian was quite reserved with the students for two days.
(B) Within two- days the librarian had the books for the students.
(C) The librarian reserved the books for the students.
(D) The students put the books on hold for two days.

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4. (A) The chairman decided that Tony would serve on the board for another year.
(B) The chairman elected the board.
(C) The board decided Tony could be chairman after one year.
(D) Tony became chairman for one more yean

5. (A) The judge defended the murderer.

(B) The judge tried to protect the defendant from the murderer.
(C) The judge said that the defendant was a criminal.
(D) The defense couldn’t make a judgment about the criminal.

6. (A) The woman should announce the names of the committee members.
(B) He is thankful to be appointed to the committee.
(C) He is sure about the time of the appointment with the committee.
(D) The woman will serve on the committee.

TOEFL Exercise (Skills 4—6): In this exercise, listen carefully to each short
dialogue and question on the recording, and then choose the, best answer to the
question.

Now Begin The Recording at TOEFL Exercise (Skills 4—6).

1. (A) In a department store

(B) In a stationery store
(C) At the post office
(D) At the airport

2. (A) The teacher gave the students a hand.

(B) The term papers were turned in.
(C) The students got the papers from the office.
(D) The teacher handed the papers to the students.

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3. (A) The attendant checked the oil in Mark’s car.
(B) Mark checked to see if he had enough oil in his car.
(C) Mark checked with the service station attendant.
(D) Mark wrote a check to pay for the oil.

4. (A) A delivery man

(B) A famous chef
(C) A clerk in a fast-food restaurant
(D) An airline steward

5. (A) They need new print for the additional copies.

(B) They can make extra copies if necessary.
(C) Printers are needed for the additional copies.
(D) Additional copies are needed immediately.

6. (A) The professor bought two books.

(B) The students had to purchase two books.
(C) The students sold two books to the professor.
(D) The student were required to read two books by the professor.

7. (A) The doctor returned to the office.

(B) Jim asked the doctor to come to the office.
(C) The doctor will not return until next week.
(D) Jim was told to come back.

8. (A) Go to work in the lab

(B) Sample the work from the lab
(C) Have the samples delivered
(D) Send a note to the lab.

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9. (A) Mary became the new class president.
(B) Sue took her place as class president.
(C) In place of Mary, Sue became senior class president.
(D) The senior class president replaced Sue and Mary.

10. (A) The panel was analyzed on the television program.

(B) A committee evaluated recent political events:
(C) The program featured a psychoanalyst.
(D) The panel discussed the television program.

Negatives
Skill 7: Listen For Negative Expressions
Negative expressions are very common in the short dialogues, and the most
common kind of correct response to a negative statement is a positive statement
containing a word with an opposite meaning.

Example from the Paper and Computer TOEFL® Tests

On the recording, you hear:

(man) How did they get to their grandmother’s house in Maine in only five
hours?
(woman) They didn’t drive slowly on the trip to Maine.
(narrator) What does the woman say about the trip

In your test book or on the computer screen, you read:

(A) They drove rather quickly.
(B) They couldn’t have driven more slowly.
(C) They wanted to travel slowly to Maine.
(D) They didn’t drive to Maine.

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The correct answer is answer (A). If they didn‘t drive slowly to Maine, this means
that they drove rather quickly. Notice that the correct answer uses quickly, the
opposite of slowly. The answers that use slowly are not correct.
The following chart outlines the types of negative expressions that you should be
careful of:

Types of Negative Expressions

Expression Example Correct Answer
Regular negative: not or Tom is not sad about the not sad = happy
n’t results.
Other negatives: nobody, Nobody arrived on time. nobody ... on time = late
none, nothing, never Sal never works hard. never works hard lazy
Negative prefixes: un-, The patient was insane. insane = not sane = crazy
in-, dis-

Exercise 7: In this exercise, underline the negative in the last line of each short
dialogue. Then read the question and choose the best answer to that question.
Remember that the best answer is one that uses an opposite meaning.

1. (man) I can’t seen to get the (tool unlocked.

(woman) That isn‘t like right key for the door
(narrator) Who does the woman mean?
(A) The key in the drawer is on the right.
(B) The man should ‘rite the message on the door.
(C) The man has the wrong key.
(D) The right key isn’t in the drawer.

2. (man) Were you pleased with last week’s convention

(woman) Nothing went as planned.

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 (narrator) Who does the woman mean?
(A) The convention was disorganized.
(B) She didn’t plan to attend the convention.
(C) She planned the convention last week.
(D) She wasn’t pleased with the last week of the convention.

3. (woman) Are you planning to go to college next year?

(man) I’m really unsure about the idea.
(narrator) Who does the man mean?
(A) He definitely wants to go to college.
(B) He is certain about his plans.
(C) He’s hesitant about attending college.
(D) His idea is to go to college.

TOEFL Exercise 7: In this exercise, listen carefully to each short dialogue and
question on the recording, and then choose the best answer to the question. You
should be particularly careful of negative expressions.
Now Begin The Recording At TOEFL Exercise
1. (A) She is very busy.
(B) She has lots of free time.
(C) It is not necessary to take out the trash.
(D) She will do it if she has time.

2. (A) The interview is very important.

(B) He is worried about the interview.
(C) What he’s wearing to the interview is important.
(D) He is not concern about the interview.

3. (A) He has almost all the notes.

(B) His attendance was perfect.
(C) He vent to all the lectures but one.

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 (D) He missed more than one psychology class.

4. (A) They passed the library at 6:00.

(B) The library opens at 6:00 in the summer.
(C) The library closes at 6:00.
(D) You can’t check out more than six books in the summer.

5. (A) Water the plants once a day.

(B) Give the plants no more water.
(C) Water the plants often while the man is gone.
(D) Give the plants a limited amount of water.

Skill 8: Listen For Double Negative Expressions

It is possible for two negative ideas to appear in one sentence, and the result can be
quite confusing.

Example from the Paper and Computer TOEFL® Tests

On the recording, you hear:

(man) I can’t believe the news that I heard about the concert.
(woman) Well, it isn’t impossible for the concert to take place.
(narrator) What does the woman say about the concert?

In your test book or on the computer screen, you read:

(A) There’s no possibility that the concert will take place.
(B) The concert will definitely not take place.
(C) The concert might take place.
(D) The concert can’t take place.

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The correct answer to this question is answer (C). If it isn‘t impossible for the
concert to take place, then it is possible, and the modal might indicates possibility.
The following chart outlines the situations where double negatives can occur:

Double Negatives
Expression Example Correct Answer
negative word (e.g., not, He didn’t like the did not like unclean
no, none) and a negative unclean office. office = liked clean
prefix (e.g., in-, un-, dis-) office
two negative verbs It isn’t snowing, so they implies that they would
aren’t going to the go if it were snowing
mountains.
neither or not ... either Sue didn’t like the movie, both did not like the
and neither did Mark. movie

Exercise 8: In this exercise, underline the two negatives in the last line of each short
dialogue. Then read the question and choose the best answer to that question.
Remember that two negatives can make the sentence positive.

1. (man) Paula, you worked so hard setting up the field trip.

(woman) I hope no one’s unhappy with the arrangements
(narrator) What does Paula mean?
(A) She hopes everyone will be pleased.
(B) She knows no one is happy with what she has done.
(C) She’s arranged to take a trip because she’s unhappy.
(D) Everyone’s happy with the condition of the field.

2. (man) How was your history exam?

(woman) I didn’t study enough, so I didn’t do well
(narrator) What does the man mean?
(A) He studied a lot and passed.

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 (B) He failed in spite of his effort.
(C) He got a good grade even though he didn’t study.
(D) His grade was poor because of inadequate preparation.

3. (man) Were your friends able to get tickets for the concert?
(woman) Mark couldn’t get tickets for the concert, and neither could Paul.
(narrator) What does the woman mean?
(A) Although Mark couldn’t get both tickets, Paul did.
(B) Both were unable to obtain tickets.
(C) Neither Mark nor Paul wanted to go to the concert.
(D) Mark tried to get tickets, but Paul didn’t.

TOEFL Exercise 8: In this exercise, listen carefully to each short dialogue and
question on the recording, and then choose the best answer to the question. You
should be particularly careful of double negatives.

Now Begin the Recording at TOEFL Exercise 8.

1. (A) He’ll definitely he elected.

(B) The election is now complete.
(C) She has high hopes for his chances.
(D) It may happen.

2. (A) Both parts of his game were bad.

(B) He served better than he volleyed.
(C) Some parts of his game were better than others.
(D) Replayed rather well.

3. (A) It is a surprise that he was prepared.

(B) He was not ready, as usual.
(C) He prepared a really big surprise.

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 (D) His strong preparation came as no surprise.

4. (A) She felt good enough to go out.

(B) She went out to get some medicine.
(C) She felt like dancing, so she went out with everyone.
(D) She staved home because she was sick.

5. (A) She has problems that others aren aware of.

(B) Others aren’t aware of her problems.
(C) She knows she’s been problem.
(D) She doesn’t have a care in the world.

6. (A) Steve wanted to finish his paper, and so did Paul.

(B) Both Steve’s and Paul’s papers were incomplete.
(C) Steve and Paul were busy doing their term papers.
(D) When Steve wasn’t able to finish his paper, Paul couldn’t help.

7. (A) It wasn’t George’s responsibility to pay the bill.

(B) Bill was irresponsible about paying George’s rent.
(C) George acted carelessly by not taking care of the bill.
(D) George took responsibility for the unpaid bill.

8. (A) It’s fortunate that he was accepted.

(B) Its good that he wasn’t admitted.
(C) Fortunately the university didn’t admit him.
(D) It’s too bad he was rejected.

9. (A) The first essay was better than the second.

(B) The first and second drafts couldn’t be better.
(C) The second draft of the essay was much better than the first.
(D) Both versions were poorly written.

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10. (A) Roger has been bothered.
(B) Roger wasn’t the least bit disturbed.
(C) The problems have had little effect on Roger.
(D) Roger hasn’t been disturbed.

Skill 9: Listen For “Almost Negative” Expressions

Certain expressions in English have “almost negative” meanings. These

expressions axe common in the short dialogues.

Example from the Paper and Computer TOEFL® Tests

On the recording, you hear:

(woman) Were you able to pay the electric bill?

(man) I had barely enough money.
(narrator) What does the man imply?

In your test book or on the computer screen, you read:

(A) He had plenty of money for the bill.
(B) He did not have enough money for the bill.
(C) He paid the bill but has no money left.
(D) He was unable to pay the bill.

In the man’s statement, the word enough indicates that there was enough, so he paid
the bill. However it was barely enough, So he almost did not have enough and
certainly has no left. The correct answer is therefore answer (C).
The following chart outlines common “almost negative” expressions:

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 Common Almost Negative Expressions
Meaning Example Example
almost none hardly, barely, scarcely, There is hardly any food
only in the refrigerator.
almost never rarely, seldom He rarely drives to work.

Exercise 9: In this exercise, underline the “almost negative” expression in the last
line of each short dialogue. Then read the question and choose the best answer
Remember that the best answer is one that means that it is true hut it is almost not
true.

1. (man) I Have the Mona’s been offered the manager jobs.

(woman) But she has hardly any work experiences?
(narrator) What does the woman say about Mona?
(A) Mona hasn’t. worked hard.
(B) Mona’s experience has beer hard.
(C) Mona’s job as manager is hard.
(D) Mona hasn’t worked for very long.

2. (woman) How much time did Sam spend on his paper for economics class?
(man) Sam has seldom taken so much time on a research paper
(narrator) What does the man mean?
(A) Sam usually spends this much time on his schoolwork.
(B) Sam has rarely worked so hard.
(C) Sam took too much time on this paper.
(D) Sam should’ve worked harder on this paper.

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3. (woman) Does Steve usually park his car there?
(man) Only once has he parked his car in that lot.
(narrator) What does the man mean?
(A) He parks his car there once in a while.
(B) He’s parked his car there a lot.
(C) He only leaves his car there for short periods of time.
(D) He left his car there on just one occasion.

Exercise 9: In this exercise, listen carefully to each short dialogue and question on
the recording, and then choose the best answer tp. the question. You should be
particularly careful of “almost negative” expressions.

Now Begin the Recording At TOEFL Exercise 9.

1. (A) There’s little rain in July.
(B) In July it never rains.
(C) It rains hard in July.
(D) When it rains in July, it rains hard.

2. (A) The university accepted three student is.

(B) None of the students is going to the university.
(C) John was not accepted.
(D) Two were not admitted.

3. (A) Although he did pass, Mark’s exam grade wasn’t too good.
(B) Mark failed his history exam.
(C) The highest grade on the history exam went to Mark.
(D) Professor Franks didn’t pass Mark on the history exam.

4. (A) He often has long waits in Dr. Roberts’s office.

(B) He must wait patiently for Robert.
(C) Dr. Roberts is generally punctual.

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 (D) He doesn’t mind waiting for Dr. Roberts.

5. (A) Betty often takes vacations in winter.

(B) Betty prefers to take vacations in winter.
(C) Occasionally Betty works one week during vacation.
(D) A winter vacation is unusual for Betty.

Skill 10: Listen For Negatives With Comparatives

Negatives can be used with comparatives in the short dialogues of the TOEFL test.
A sentence with a negative and a comparative has a superlative, or very strong,
meaning.

Example from the Paper and Computer TOEFL® Tests

On the recording, you hear:

(woman) What do you think of the new student in math class?

(man) No one is more intelligent than she is.
(narrator) What does the man say about the new student?

In your test book or on the computer screen, you read:

(A) She is not very smart.
(B) He is smarter than she is.
(C) Other students are smarter than she is.
(D) She is the smartest student in the class.

The man responds to the woman’s question with the negative No and the
comparative more intelligent, and this combination has a superlative meaning, the
smartest. The best answer is therefore answer (D).

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The following chart outlines comparisons that you should be careful of when they
are used with negatives:
Comparatives With Negatives
Comparative Example Meaning
More No one is more beautiful She is the most beautiful.
than she is.
-er He couldn’t be happier. He is extremely happy.

Exercise 10: In this exercise, underline the negative and the comparative in the
second line of each short dialogue. Then read the question and choose the best
answer to that question. Remember that the best answer is one that expresses a
superlative, or very strong, idea.

1. (woman) Have you gotten over your cold yet?

(man) I couldn’t be feeling any better today.
(narrator) What does the man mean?
(A) He’s feeling terrific.
(B) He felt a lot worse today.
(C) He’s not feeling too well today.
(D) He’s a bit better today.
2. (woman) What did you think of Mike when you first met him?
(man) He couldn’t have been more unfriendly.
(narrator) What does the man mean?
(A) Mike was extremely friendly when he met him.
(B) Mike could have met him sooner
(C) Mike didn’t seem to like him at all.
(D) When he met Mike, he didn’t have a friend.

3. (woman) Did you see Theresa’s grade on the math exam? It was unbelievable!
(man) No one else could have done better
(narrator) What does the woman mean?

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 (A) Theresa could’ve gotten a higher grade..
(B) Anyone could get a good grade.
(C) Theresa got the highest grade.
(D) A high grade is impossible for anyone.

TOEFL Exercise 10: In this exercise, listen carefully to each short dialogue and
question on the recording, and then choose the best answer to the question. You
should be particularly careful of comparatives with negatives.

Now Begin the Recording at TOEFL Exercise 10.

1. (A) She’s not very happy.
(B) She didn’t do very well on the exam.
(C) She could he somewhat happier.
(D) She’s delighted with the results.

2. (A) Paula is always lazy.

(B) Paula didn’t work very hard this semester.
(C) Paula made a strong effort.
(D) Paula could have worked harder.

3. (A) The prices were great!

(B) The prices were too high.
(C) She didn’t buy much because of the prices.
(D) The prices could have been lower.

4. (A) She is not very smart.

(B) She always tells him everything.
(C) He doesn’t know her very well.
(D) She’s extremely intelligent.

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5. (A) The patient absolutely didn’t need the surgery.
(B) The necessity for the surgery was unquestionable.
(C) The surgeon felt that the operation as necessary.
(D) It was essential that the surgery be performed immediately.

6. (A) They were not very lucky.

(B) No one was hurt,
(C) The accident was unfortunate.
(D) She wanted to have better luck.

7. (A) Nothing was very difficult.

(B) Tue exam wasn’t at all easy.
(C) The exam couldn’t have been easier.
(D) The exam had nothing difficult on it.

8. (A) She wants that job very much.

(B) No one is going to get the job.
(C) Everybody else wants that job as much as she does.
(D) She is not sure about taking the job.

9. (A) She was second in the race.

(B) She was almost the slowest person in the race.
(C) She won the race.
(D) She was not faster than anyone else.

10. (A) This math project was extremely complex.

(B) This math project was less complicated than the last.
(C) They seldom complete their math projects.
(D) Complicated math projects are often assigned.

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