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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 11-21Close

L.1       In the American colonies there was little money. England did not supply the colonies with coins
L.2 and it did not allow the colonies to make their own coins, except for the Massachusetts Bay Colony,
L.3 which received permission for a short period in 1652 to make several kinds of silver coins. England
L.4 wanted to keep money out of America as a means of controlling trade: America was forced to trade
L.5 only with England if it did not have the money to buy products from other countries. The result
L.6 during this prerevolutionary period was that the colonists used various goods in place of money:
L.7 beaver pelts, Indian wampum, and tobacco leaves were all commonly used substitutes for money. The
L.8 colonists also made use of any foreign coins they could obtain. Dutch, Spanish, French, and English
L.9 coins were all in use in the American colonies.
.10       During the Revolutionary War, funds were needed to finance the war, so each of the individual
.11 states and the Continental Congress issued paper money. So much of this paper money was printed
.12 that, by the end of the war, almost no one would accept it. As a result trade in goods and the use of
.13 foreign coins still flourished during this period.
.14       By the time the Revolutionary War had been won by the American colonists, the monetary
.15 system was in a state of total disarray. To remedy this situation, the new Constitution of the United
.16 States, approved in 1789, allowed Congress to issue money. The individual states could no longer have
.17 their own money supply. A few years later, the Coinage Act of 1792 made the dollar the official
.18 currency of the United States and put the country on a bimetallic standard. In this bimetallic system,
.19 both gold and silver were legal money, and the rate of exchange of silver to gold was fixed by the
.20 government at sixteen to one.
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Questions 22-30Close

L.1       The human brain, with an average weight of 1.4 kilograms, is the control center of the body. It
L.2 receives information from the senses, processes the information, and rapidly sends out responses; it
L.3 also stores the information that is the source of human thoughts and feelings. Each of the three main
L.4 parts of the brain-the cerebrum, -the cerebellum, and the brain stem- has its own role in carrying
L.5 out these functions.
L.6       The cerebrum is by far the largest of the three parts, taking up 85 percent of the brain by weight.
L.7 The outside layer of the cerebrum, the cerebral cortex, is a grooved and bumpy surface covering the
L.8 nerve cells beneath. The various sections of the cerebrum are the sensory cortex, which is responsible
L.9 for receiving and decoding sensory messages from throughout the body; the motor cortex, which
.10 sends action instructions to the skeletal muscles; and the association cortex, which receives,
.11 monitors, and processes information. It is in the association cortex that the processes that allow
.12 humans to think take place.
.13       The cerebellum, located below the cerebrum in the back part of the skull, is made of masses of
.14 bunched up nerve cells. It is the cerebellum that controls human balance, coordination, and posture.
.15       The brain stem, which connects the cerebrum and the spinal cord, controls various body
.16 processes such as breathing and heartbeat. It is the major motor and sensory pathway connecting the
.17 body and the cerebrum.
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Questions 31-41Close

L.1       Though Edmund Hailey was most famous because of his achievements as an astronomer, he
L.2 was a scientist of diverse interests and great skill. In addition to studying the skies, Hailey was also
L.3 deeply interested in exploring the unknown depths of the oceans. One of his lesser-known
L.4 accomplishments that was quite remarkable was his design for a diving bell that facilitated
L.5 exploration of the watery depths.
L.6       The diving bell that Hailey designed had a major advantage over the diving bells that were in use
L.7 prior to his. Earlier diving bells could only make use of the air contained within the bell itself, so
L.8 divers had to surface when the air inside the bell ran low. Hailey's bell was an improvement in that its
L.9 design allowed for an additional supply of fresh air that enabled a crew of divers to remain
.10 underwater for several hours.
.11       The diving contraption that Hailey designed was in the shape of a bell that measured three feet
.12 across the top and five feet across the bottom and could hold several divers comfortably; it was open
.13 at the bottom so that divers could swim in and out at will. The bell was built of wood, which was first
.14 heavily tarred to make it water repellent and was then covered with a half-ton sheet of lead to make
.15 the bell heavy enough to sink in water. The bell shape held air inside for the divers to breathe as the
.16 bell sank to the bottom.
.17       The air inside the bell was not the only source of air for the divers to breathe, and it was this
.18 improvement that made Hailey's bell superior to its predecessors. In addition to the air already in the
.19 bell, air was also supplied to the divers from a lead barrel that was lowered to the ocean floor close to
.20 the bell itself. Air flowed through a leather pipe from the lead barrel on the ocean floor to the bell.
.21 The diver could breath the air from a position inside the bell, or he could move around outside the
.22 bell wearing a diving suit that consisted of a lead bell-shaped helmet with a glass viewing window and
.23 a leather body suit, with a leather pipe carrying fresh air from the diving bell to the helmet.
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Questions 42-50Close

L.1       Paul Bunyan is perhaps America’s best-known folk hero. A fictional logger of incredible
L.2 strength, he was most likely based on an actual nineteenth-century logger from the northern United
L.3 States or Canada. As a folk hero, he struck a chord with Americans on some level, perhaps because he
L.4 was incredibly strong but also because he was hard-working and capable, ingenious in solving
L.5 problems, and fun-loving.
L.6       Though there is evidence that Paul Bunyan tales were part of oral tradition in the nineteenth
L.7 century, Paul Bunyan stories did not appear in written form until the early twentieth century.
L.8 Journalist James McGillivray included descriptions of Bunyan in a series of essays entitled "The
L.9 Round River Drive," which appeared in a number of Midwestern newspapers between 1906 and 1910.
.10 However, it was through an extensive advertising campaign that Paul Bunyan moved solidly into
.11 print.
.12       Recognizing the appeal of Paul Bunyan as a figure for his company's advertising, William
.13 Laughead, an advertising executive for the Red River Lumber Company, initiated a campaign that
.14 consisted of a series of publications featuring Paul Bunyan. For several decades, the company
.15 distributed these publications free of charge and made no attempt to obtain a copyright on them. In
.16 fact, the company vigorously encouraged other writers to make use of Paul Bunyan because it felt that
.17 the use of this character enhanced the name recognition of the Red River Lumber Company
.18 inasmuch as the name of the folk hero and the name of the company had become interwoven.
.19       The Bunyan stories published by Red River and further circulated by others were tall tales of
.20 gigantic proportions. In these tales, Bunyan is depicted as a man of superhuman proportions, who is
.21 strong, hard-working, entrepreneurial, and innovative. In one story, for example, Paul is credited with
.22 digging the Great Lakes in order to create a watering hole for his giant ox, Babe. In another of these
.23 tales, Paul caused an entire winter of blue snow to fall by swearing a blue streak after he injured
.24 himself by smashing his thumb with a large hammer. A third story in the series describes Paul’s role
.25 in establishing the Mississippi River.
.26       Fascination with Paul Bunyan has continued to grow, and today he is a standard of American
.27 folklore. The prevalence of Bunyan as a figure of folklore today is evidenced by references to him in
.28 countless stories, cartoons, poems, and songs as well as the numerous community festivals and
.29 logging competitions featuring Paul Bunyan that can be found throughout the sections of the country
.30 where logging has a strong tradition.
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