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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 12-21Close

L.1       A binary star is actually a pair of stars that are held together by the force of gravity. Although
L.2 occasionally the individual stars that compose a binary star can be distinguished, they generally
L.3 appear as one star. The gravitational pull between the individual stars of a binary star causes one to
L.4 orbit around the other. From the orbital pattern of a binary, the mass of its stars can be determined:
L.5 the gravitational pull of a star is in direct proportion to its mass, and the strength of the gravitational
L.6 force of one star on another determines the orbital pattern of the binary.
L.7       Scientists have discovered stars that seem to orbit around an empty space. It has been suggested
L.8 that such a star and the empty space really composed a binary star. The empty space is known as a
L.9 "black hole," a star with such strong gravitational force that no light is able to get through. Although
.10 the existence of black holes has not been proven, the theory of their existence has been around for
.11 about two centuries, since the French mathematician Pierre Simon de Laplace first proposed the
.12 concept at the end of the eighteenth century. Scientific interest in this theory has been intense in the
.13 last few decades. However, currently the theory is unproven. Black holes can only be potentially
.14 identified based on the interactions of objects around them, as happens when a potential black hole is
.15 part of a binary star; they, of course, cannot be seen because of the inability of any light to escape the
.16 star's powerful gravity.
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Questions 22-30Close

L.1       Clara Barton is well known for her endeavors as a nurse on the battlefield during the Civil War
L.2 and for her role in founding the American Red Cross. She is perhaps not as well known, however, for
L.3 her role in establishing a bureau for tracing missing soldiers following the Civil War.
L.4       At the close of the Civil War, the United States did not have in place any agency responsible for
L.5 accounting for what had happened to the innumerable men who had served in the military during the
L.6 war, and many families had no idea as to the fate of their loved ones. Families were forced to agonize
L.7 endlessly over where their loved ones were, what kind of shape they were in, whether or not they
L.8 would return, and what had happened to them.
L.9       Clara Barton developed a system for using print media to publish the names of soldiers known
.10 to have been wounded or killed during various battles of the Civil War. She was prepared to publish
.11 names that she herself had gathered on the battlefield as well as information gathered from others.
.12 She made numerous unsuccessful attempts to interest various government officials in her plan.
.13 However, it was not until Henry Wilson, a senator from the state of Massachusetts, took up her cause
.14 and presented her plan to President Lincoln that her plan was implemented.
.15       With Lincoln's assistance, Clara Barton was set up in a small government office with funding for
.16 a few clerks and the authority to examine military records. She and her clerks gathered and compiled
.17 information from military records and battlefield witnesses and published it in newspapers and
.18 magazines. Clara Barton operated this missing persons bureau for four years, from the end of the war
.19 in 1865 until 1869. During this period, she and her staff put out more than 100,000 printed lists,
.20 answered more than 60,000 letters, and accounted for more than 20,000 missing soldiers.
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Questions 31-40Close

L.1       Mutualism is a type of symbiosis that occurs when two unlike organisms live together in a state
L.2 that is mutually beneficial. It can exist between two animals, between two plants, or between a plant
L.3 and an animal. Mutualism is unlike the symbiotic state of commensalism in that commensalism is a
L.4 one-sided state in which a host gives and a guest takes, while in mutualism both partners live on a
L.5 give-and-take basis.
L.6       In the African wilds, the zebra and the ostrich enjoy a symbiotic relationship that enhances the
L.7 ability of each of these large land animals to survive. Both serve as prey for the lion, and neither has
L.8 the capability alone to withstand an attack from this fierce hunter. However, when the zebra and the
L.9 ostrich collaborate in their defense by alerting each other to possible danger from an approaching
.10 predator, the lion is rarely able to capture more than the oldest or feeblest of the herd.
.11       The complementary physical strengths and weaknesses of the ostrich and the zebra allow them
.12 to work in coordination to avoid succumbing to the lion. The ostrich, the largest flightless bird in the
.13 world, possesses great speed and keen eyesight, which enable it to spot large predatory animals long
.14 before they are able to position themselves to attack. The zebra, with a running speed equal to that of
.15 the ostrich, has excellent hearing and a good sense of smell but lacks the sharp eyesight of the ostrich.
.16 When ostriches and zebras intermix for grazing, each animal benefits from the ability of the other to
.17 detect approaching danger. If either animal senses danger, both animals are alerted and take off.
.18 With the running speed that both of these animals possess, they are able to outrun any predator
.19 except the cheetah.
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Questions 41-50Close

L.1       Esperanto is what is called a planned, or artificial, language. It was created more than a century
L.2 ago by Polish eye doctor Ludwik Lazar Zamenhof. Zamenhof believed that a common language would
L.3 help to alleviate some of the misunderstandings among cultures.
L.4       In Zamenhof's first attempt at a universal language, he tried to create a language that was as
L.5 uncomplicated as possible. This first language included words such as ab, ac, ba, eb, be, and ce. This
L.6 did not result in a workable language in that these monosyllabic words, though short, were not easy
L.7 to understand or to retain.
L.8       Next, Zamenhof tried a different way of constructing a simplified language. He made the words
L.9 in his language sound like words that people already knew, but he simplified the grammar
.10 tremendously. One example of how he simplified the language can be seen in the suffixes: all nouns in
.11 this language end in o, as in the noun amiko, which means "friend," and all adjectives end in -a, as in
.12 the adjective bela, which means "pretty.” Another example of the simplified language can be seen in
.13 the prefix mal-, which makes a word opposite in meaning; the word malamiko therefore means
.14 "enemy," and the word malbela therefore means "ugly” in Zamenhof's language.
.15       In 1887, Zamenhof wrote a description of this language and published it. He used a pen name,
.16 Dr. Esperanto, when signing the book. He selected the name Esperanto because this word means "a
.17 person who hopes" in his language. Esperanto clubs began popping up throughout Europe, and by
.18 1905, Esperanto had spread from Europe to America and Asia.
.19       In 1905, the First World Congress of Esperanto took place in France, with approximately 700
.20 attendees from 20 different countries. Congresses were held annually for nine years, and 4,000
.21 attendees were registered for the Tenth World Esperanto Congress scheduled for 1914, when World
.22 War I erupted and forced its cancellation.
.23       Esperanto has had its ups and downs in the period since World War I. Today, years after it was
.24 introduced, it is estimated that perhaps a quarter of a million people are fluent in it. This may seem
.25 like a large number, but it is really quite small when compared with the billion English speakers and.
.26 billion Mandarin Chinese speakers in today's world. Current advocates would like to see its use grow
.27 considerably and are taking steps to try to make this happen.
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