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KUNCI LISTENING 21
  1. Focus on The Last Dialogue   2. Choose Answers with Synonyms   3. Avoid Similar Sounds   4. Draw Conclusions About Who, What, and Where   5. Listen for Who and What In Passives   6. Listen for Who and What With Multiple Nouns   7. Listen for Negative Expressions   8. Listen for Double Negative Expressions   9. Listen for "Almost Negative" Expressions 10. Listen for Negatives With Comparatives 11. Listen for Expressions of Agreement 12. Listen for Expressions of Uncertainty and Suggestion 13. Listen for Emphatic Expressions of Surprise 14. Listen for Wishes 15. Listen for Untrue Conditions 16. Listen for Two and Three Part Verbs 17. Listen for Idioms 18. Strategies of Long Conversation 19. Listen for Answer in Order 20. Strategies of Long Talk 21. Listen for Answer in Order
KUNCI STRUCTURE 60
A. Sentences with One Clause   1. Be sure the sentence has a subject and a verb   2. Be careful of objects of prepositions   3. Be careful of appositives   4. Be careful of present participles   5. Be careful of past participles B. Sentences with Multiple Clauses   6. Use coordinate connectors correctly   7. Use adverb time And cause connectors correctly   8. Use other adverb connectors correctly C. More Sentences with Multiple Clauses   9. Use noun clause connectors correctly 10. Use noun clause connector/subjects correctly 11. Use adjective clause connectors correctly 12. Use adjective clause connector/subjects correctly D. Sentences with Reduced Clauses 13. Use reduced adjective clauses correctly 14. Use reduced adverb clauses correctly E. Sentences with Inverted Subjects and Verbs 15. Invert the subject and verb with question words 16. Invert the subject and verb with place expressions 17. Invert the subject and verb with negatives 18. Invert the subject and verb with conditionals 19. Invert the subject and verb with comparisons F. Problems with Subject/Verb Agreement 20. Make verbs agree after prepositional phrases 21. Make verbs agree after expressions of quantity 22. Make inverted verbs agree 23. Make verbs agree after certain words G. Problems with Parallel Structure 24. Use parallel structure with coordinate conjunctions 25. Use parallel structure with paired conjunctions 26. Use parallel structure with comparisons H. Problems with Comparatives and Superlatives 27. Form comparatives and superlatives correctly 28. Use comparatives and superlatives correctly 29. Use the irregular -er, -er structure correctly I. Problems with the Form of the Verb 30. After have, use the past participle 31. After be, use the present participle or the past participle 32. After will, would, or other modals, use the base form of the verb J. Problems with the Use of the Verb 33. Know when to use the past with the present 34. Use have and had correctly 35. Use the correct tense with time expressions 36. Use the correct tense with will and would K. Problems with Passive Verbs 37. Use the correct form of the passive 38. Recognize active and passive meanings L. Problems with Nouns 39. Use the correct singular or plural noun 40. Distinguish countable and uncountable nouns 41. Recognize irregular plurals of nouns 42. Distinguish the person from the thing M. Problems with Pronouns 43. Distinguish subject and object pronouns 44. Distinguish possessive adjectives and pronouns 45. Check pronoun reference for agreement N. Problems with Adjectives and Adverbs 46. Use basic adjectives and adverbs correctly 47. Use adjectives after linking verbs 48. Position adjectives and adverbs correctly O. More Problems with Adjectives 49. Recognize -ly adjectives 50. Use predicate adjectives correctly 51. Use -ed and -ing adjectives correctly P. Problems with Articles 52. Use articles with singular nouns 53. Distinguish a and an 54. Make articles agree with nouns 55. Distinguish specific and general ideas Q. Problems with Prepositions 56. Recognize incorrect prepositions 57. Recognize when prepositions have been omitted R. Problems with Usage 58. Distinguish make and do 59. Distinguish like, alike, and unlike 60. Distinguish other, another, and others
KUNCI READING 13
A. Question about the Ideas of the Passage   1. Answer Main Idea Questions Correctly   2. Recognize The Organization of Ideas B. Directly Answered Questions   3. Answer Stated Detail Questions Correctly   4. Find "unstated" Details   5. Find Pronouns Referents C. Vocabulary Questions   6. Answer Implied Detail Questions Correctly   7. Answer Transition Questions Correctly D. Vocabulary Questions   8. Find Definitions From Structural Clues   9. Determine Meanings From Word Parts 10. Use Context to Determine Meanings of Difficult Words 11. Use Context to Determine Meanings of Simple Words E. Overall Review Questions 12. Determine Where Specific Information Is Found 13. Use Context to Determine Meanings of Simple Words
PRAKTIK TES 5
    1. Practice One     2. Practice Two     3. Practice Three     4. Practice Four     5. Practice Five
STATISTIC 4
    1. Statistic Listening     2. Statistic Structure     3. Statistic Reading     4. Statistic Practice
INTERMEZZO 1
    1. Intermezzo
APPENDIX 9
    1. Irregular Verb     2. Idiomatic Expression     3. Preposition     4. Word Prefix     5. Word Suffix     6. Word Part     7. Tenses     8. TOEFL Words     9. Similar Sound
INFO TOEFL 8
    1. Tempat Tes TOEFL     2. Jenis Tes TOEFL     3. Strategi Tes TOEFL     4. Tips Tes TOEFL     5. Persyaratan TOEFL     6. Registrasi Tes TOEFL     7. Manfaat Tes TOEFL     8. Sertifikat TOEFL
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Questions 11-19Close

L.1       What is commonly called pepper in reality comes from two very different families of plants.
L.2 Black and white pepper both come from the fruit of the Piper nigrum, a vine with fruits called
L.3 peppercorns. The peppercorns turn from green to red as they ripen and finally blacken as they dry
L.4 out. The dried-out peppercorns are ground to obtain black pepper. White pepper, which has a more
L.5 subtle flavor than black pepper, comes from the same peppercorns as black pepper; to obtain white
L.6 pepper, the outer hull of the peppercorn, the pericarp, is removed before the peppercorn is ground.
L.7       Red and green peppers, on the other hand, come from a completely different family from black
L.8 and white pepper. Red and green peppers are from the genus Capsicum. Plants of this type generally
L.9 have tiny white flowers and fruit which can be any one of a number of colors, shapes, and sizes. These
.10 peppers range in flavor from very mild and sweet to the most incredibly burning taste imaginable.
.11 Bell peppers are the most mild, while habaneros are the most burning.
.12       Christopher Columbus is responsible for the present-day confusion over what a pepper is. The
.13 Piper nigrum variety of pepper was highly valued for centuries, and high demand for pepper by
.14 Europeans was a major cause of the fifteenth-century push to locate ocean routes to the spice-
.15 growing regions of Asia. When Columbus arrived in the New World in 1492, he was particularly
.16 interested in finding black pepper because of the high price that it would command in Europe.
.17 Columbus came across plants from the Capsicum family in use among the people of the New World,
.18 and he incorrectly identified them as relatives of black pepper. Columbus introduced the spicy
.19 Capsicum chili peppers to Europeans on his return from the 1492 voyage, and traders later spread
.20 them to Asia and Africa. These Capsicum peppers have continued to be called peppers in spite of the
.21 fact that they are not related to the black and white pepper of the Piper nigrum family.
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Questions 20-31Close

L.1       Just two months after the flight of Apollo 10, the Apollo 11 astronauts made their historic
L.2 landing on the surface of the Moon. This momentous trip for humanity also provided scientists with
L.3 an abundance of material for study; from rock and soil samples brought back from the Moon,
L.4 scientists have been able to determine much about the composition of the Moon as well as to draw
L.5 inferences about the development of the Moon from its composition.
L.6       The Moon soil that came back on Apollo 11 contains small bits of rock and glass which were
L.7 probably ground from larger rocks when meteors impacted with the surface of the Moon. The bits of
L.8 glass are spherical in shape and constitute approximately half of the Moon soil. Scientists found no
L.9 trace of animal or plant life in this soil.
.10       In addition to the Moon soil, astronauts gathered two basic types of rocks from the surface of
.11 the Moon: basalt and breccia. Basalt is a cooled and hardened volcanic lava common to the Earth.
.12 Since basalt is formed under extremely high temperatures, the presence of this type of rock is an
.13 indication that the temperature of the Moon was once extremely hot. Breccia, the other kind of rock
.14 brought back by the astronauts, was formed during the impact of falling objects on the surface of the
.15 Moon. This second type of rock consists of small pieces of rock compressed together by the force of
.16 impact. Gases such as hydrogen and helium were found in some of the rocks, and scientists believe
.17 that these gases were earned to the Moon by the solar wind, the streams of gases that are constantly
.18 emitted by the Sun.
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Questions 32-40Close

L.1       Today, the most universally known style of trousers for both men and women is jeans; these
L.2 trousers are worn throughout the world on a variety of occasions and in diverse situations. Also called
L.3 levis or denims, jeans have an interesting history, one that is intermixed with the derivations of the
L.4 words jeans, denims, and levis.
L.5       The word jeans is derived from the name of the place where a similar style of pants developed.
L.6 In the sixteenth century, sailors from Genoa, Italy, wore a rather unique type of cotton trousers. In the
L.7 French language, the word for the city of Genoa and for the people from that city is Genes; this name
L.8 became attached to the specific style of pants worn by the sailors from this city and developed into
L.9 the word jeans that today describes the descendents of the Genovese sailors’ cotton pants.
.10       Similar to the word jeans, the word denim is also derived from a place name. In the seventeenth
.11 century, French tailors began making trousers out of a specialized type of cloth that was developed in
.12 the city of Nimes, France, and was known as serge de Nimes. This name for the cloth underwent some
.13 transformations, and it eventually developed into today's denim, the material from which jeans are
.14 made and an alternate name for these popular pants.
.15       The word levis came from the name of a person rather than a place. In the nineteenth century,
.16 immigrant Levi Strauss came to America and tried his hand at selling heavy canvas to miners taking
.17 part in the hunt for gold in northern California. Strauss intended for this canvas to be used by miners
.18 to make heavy-duty tents. This first endeavor was a failure, but Strauss later found success when he
.19 used the heavy canvas to make indestructible pants for the miners. Levi then switched the fabric from
.20 brown canvas to blue denim, creating a style of pants that long outlived him and today is referred to
.21 by his name. A modern-day urban shopper out to buy some levis is searching for a close relative of the
.22 product that Strauss had developed years earlier.
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Questions 41-50Close

L.1       During the heyday of the railroads, when America's rail system provided the bulk of the
L.2 country’s passenger and freight transportation, various types of railroad cars were in service to
L.3 accomplish the varied tasks handled by the railroads. One type of car that was not available for public
L.4 use prior to the Civil War, however, was a sleeping car; ideas for sleeping cars abounded at the time,
L.5 but these ideas were unworkable. It unfortunately took the death of a president to make the sleeping
L.6 car a viable reality.
L.7       Cabinet-maker George M. Pullman had recognized the demand for sleeping cars and had
L.8 worked on developing experimental models of sleeping cars in the decade leading up to the Civil War.
L.9 However, in spite of the fact that he had made successful test runs on the Chicago and Alton Railroads
.10 with his models, he was unable to sell his idea because his models were too wide and too high for
.11 existing train stations and bridges. In 1863, after spending time working as a storekeeper in a
.12 Colorado mining town, he invested his savings of twenty thousand dollars, a huge fortune at that time
.13 and all the money that he had in the world, in a luxurious sleeping car that he named the Pioneer.
.14 Pullman and friend Ben Field built the Pioneer on the site of the present-day Chicago Union Station.
.15 For two years, however, the Pioneer sat on a railroad siding, useless because it could not fit through
.16 train stations and over bridges.
.17       Following President Lincoln's assassination in 1865, the state of Illinois, Lincoln's birthplace,
.18 wanted to transport the presidential casket in the finest fashion possible. The Pullman Pioneer was
.19 the most elegant car around; in order to make the Pullman part of the presidential funeral train in its
.20 run from Springfield to Chicago, the state cut down station platforms and raised bridges in order to
.21 accommodate the luxurious railway car. The Pullman car greatly impressed the funeral party, which
.22 included Lincoln’s successor as president. General Ulysses S. Grant, and Grant later requested the
.23 Pioneer for a trip from Detroit to Chicago. To satisfy Grant's request for the Pioneer, the Michigan
.24 Central Railroad made improvements on its line to accommodate the wide car, and soon other
.25 railroads followed. George Pullman founded the Pullman Palace Car Company in partnership with
.26 financier Andrew Carnegie and eventually became a millionaire.
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