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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 3-4Close

(1)      The number thirteen has long been regarded as an omen of misfortune, and examples of the negative superstition attached to this number abound. Most tall buildings in the United States, for example, do not have a thirteenth floor, and airplanes often bypass a thirteenth row. In addition, many towns will give the street between 12th and 14th a name other than 13th. Fear of the number thirteen has even been accorded its own psychological jargon: triskaidekaphobia.
(2)      Even though American culture contains numerous examples of its tradition of suspicion of the misfortunes caused by the number thirteen, this number is also held in high esteem. The reason for the esteem that the United States holds for the number thirteen is that the United States consisted of thirteen colonies at its inception. The seal of the United States, found on the back of the modern bill, includes thirteen stars and thirteen stripes as well as a bald eagle holding thirteen arrows in one claw and a laurel branch, with thirteen leaves and thirteen berries in the other. This abundant use of the number thirteen in the seal of the United States, of course, commemorates the country's thirteen original colonies.
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Questions 5-8Close

(1)      One unusual type of trade that developed in the nineteenth century in America was the export of ice from colder areas in New England to warmer areas of the world. Before the era of refrigeration, ice was not available in areas where water did not freeze during winter months.
(2)      In 1805, Frederick Tudor came up with the idea of shipping a cargo of ice from a pond in Massachusetts to the West Indies. This seemed like a viable business opportunity to Tudor because ice was a commodity that was created free of charge by Mother Nature during Massachusetts' cold winters, yet was quite highly valued in tropical areas such as the West Indies in this era before the development of ice-making machinery, which occurred in the 1850s.
(3)      Tudor's idea was ridiculed by the citizens of Boston, who were quite sure that the ice would never arrive in the West Indies without melting and would in fact swamp the boat. Although most of the ice did melt on the first trip because it had not been packed effectively, the boat did not capsize, and Tudor was free to continue developing his ideas.
(4)      Tudor kept working to improve his techniques for insulating the ice during long voyages. By 1812, he had learned to pack the ice in sawdust to keep it from melting, and he had built up quite a profitable business. He gradually expanded his trade routes and eventually was shipping cargoes of ice to locations as distant as Calcutta.
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Questions 9-10Close

(1)      Caleb Bradham, called "Doc" Bradham by friends and acquaintances, was the owner of a pharmacy at the end of the nineteenth century. In his pharmacy, Doc Bradham had a soda fountain, as was customary in pharmacies of the time. He took great pleasure in creating new and unusual mixtures of drinks for customers at the fountain.
(2)     Like many other entrepreneurs of the era, Doc Bradham wanted to create a cola drink to rival Coca-Cola. By 1895, Coca-Cola was a commercial success throughout the United States, and numerous innovators were trying to come up with their own products to cash in on the success that Coca-Cola was beginning to experience. In his pharmacy, Doc Bradham developed his own version of a cola drink, and Doc's drink became quite popular at his soda fountain. The drink he created was made with a syrup consisting of sugar, essence of vanilla, cola nuts, and other flavorings. The syrup was mixed at the soda fountain with carbonated water before it was served.
(3)     The drink that Doc Bradham created was originally called "Brad's Drink" by those in his hometown of New Bern who visited the soda fountain and sampled his product. Those who tasted the drink claimed not only that it had a refreshing and invigorating quality but also that it had a medicinal value by providing relief from dyspepsia, or upset stomach. From this reputed ability to relieve dyspepsia, Doc Bradham created the name of Pepsi-Cola for his drink. Doc Bradham eventually made the decision to mass-market his product, and in 1902 he founded the Pepsi-Cola Company. The advertising for this new product, of course, touted the drink as an "invigorating drink" that "aids digestion."
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