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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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Kunci Rahasia 5Close

Find Pronouns Referents
Temukan Rujukan Kata Ganti
Di bagian Reading Comprehension, baik pada Paper Test maupun Computer Test, biasanya terdapat soal yang meminta Anda untuk menentukan kata benda yang dirujuki oleh kata ganti benda (pronoun). Untuk menemukan jawaban yang tepat, ketahui bahwa sebuah kata benda, biasanya posisinya berada sebelum kata ganti tersebut (pronoun). Jadi, kapan pun Anda diminta jawaban, mengarah kemana suatu kata ganti, carilah kata bendanya pada deretan kata sebelumnya di dalam kalimat tersebut. Perhatikan contoh berikut.
The Passage:
(1)       Carnivorous plants, such as the sundew and the Venus flytrap, are generally found in humid areas where there is an inadequate supply of nitrogen in the soil. In order to survive, these plants have developed mechanisms to trap insects within their foliage.
(2)       They have digestive fluids to obtain the necessary nitroge from the insects. These plants trap the insects in a variety of ways. The sundew has sticky hairs on its leaves; when an insect lands on these leaves, it gets caught up in the sticky hairs, and the leaf wraps itself around the insect. The leaves of the Venus-flytrap function more like a trap, snapping suddenly and forcefully shut around an insect.
The Questions:
The pronoun "they" in line 5 refers to
(A) humid areas
(B) these plants
(C) insects
(D) digestive fluids
Untuk mencari jawaban pertanyaan ini, Anda harus melihat sebelum pronoun "they" beberapa kata benda jamak (plural nouns) yang dirujuki pronoun "they". Kita lihat, ada Humid areas (A), insects (C), dan these plants (B) berada sebelum pronoun "they", berarti salah satu dari ketiga ini adalah jawabannya. Sedangkan digestive fluids (D) sudah tereliminasi, karena berada setelah pronoun "they". Untuk mencari jawaban dari ketiga poin di atas, kita fahami dari isinya bahwa tanaman-tanaman ini (these plants) memiliki cairan pencernaan (digestive fluids) untuk mendapatkan kebutuhan nitrogen dari serangga. Maka, jawaban yang benar untuk pertanyaan ini adalah jawaban (B).

RUMUS KUNCI 5

Cara Mengidentifikasi Pertanyaan
  • The word X in line X refers to....
  • The (pronoun) "...." in line X refers to which of the following?
Mencari Jawaban Jawabannya terdapat dalam bacaan. Biasanya sebelum pronoun tersebut berada.
Cara Menjawab Pertanyaan
  1. Cari pronoun yang ditanyakan di dalam bagian bacaan
  2. Lihat kata benda yang berada sebelum pronoun tersebut.
  3. Baca bagian kalimat sebelum pronoun dengan cermat.
  4. Eliminasi jawaban yang salah dan pilih jawaban yang tepat.

Mari kita mulai latihan dari contoh-contoh berikut ini. Klik "Close"

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Questions 1-2Close

(1)      Opal is a noncrystalline mineral that has been used as a gemstone in numerous cultures for thousands of years. Quantities of high-grade opal have been mined in diverse areas worldwide, including eastern Europe, Australia, and Mexico, as well as in the states of California, Nevada, and Idaho in the United States.
(2)      Some varieties of opal contain flashes of a wide spectrum of colors, while others do not. Those types of opal with tiny specks of iridescent color are called precious opal. Varieties without this iridescent coloration throughout are called common opal. It is the precious opal, with its rainbow-like assortment of colors dotting the stone that has been considered gemstone quality over the ages. Precious opal has numerous colors that serve as a background for the iridescent specks, the most valuable of which are black, white, and blue opal, as well as the reddish-brown stone known as fire opal.
(3)      In some cultures, precious opal is recognized not only as a gemstone of great attraction but also as an omen of bad luck. Much of the superstition surrounding opal is now believed to have arisen from the tendency of opal to dry out and crack. Opal is a hydrated mineral with a water content that ranges from 1 percent to 21 percent. The hardness of a particular opal depends upon its water content, which can vary and can be particularly low in dry climates. Throughout its long history, the negative superstition surrounding opal has been related to the tendency of opal to crack seemingly spontaneously, without any noticeable justification. A crack in an opal has been viewed as an indication that bad luck is on its way. In reality, though, a seemingly spontaneous crack in a stone is most likely due to a loss of essential water; it is less likely due to pure back luck.
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Questions 3-4Close

(1)      Weighing a mere 30 to 50 pounds, the wolverine is small, dense, and muscular, yet pound for pound it is the strongest predator in the wilderness of Alaska and Canada. The wolverine belies its family identity, more resembling a small black bear than a member of the weasel family. It has thick, dark fur with golden highlights along its sides and across its broad, stout head and cropped ears.
(2)      Traditional legend has typecast the wolverine as a vicious and ravenous carnivore. The Eskimos called this creature (cavik) or "evil one" because of its habit of raiding caches of food. Even its genus name (Gulo) means glutton. However, these stereotypes are not altogether accurate. The wolverine does have a voracious appetite, but like most predators, its life is one of feast and famine. It gorges itself when it locates a ready supply of food and fasts for days on end until it makes its next find. Wolverines prefer fresh meat, but they are not efficient predators. Although they are quite capable of killing larger prey, they are rarely fortunate enough to get close enough to do so. The wolverine is too slow to catch fleet-footed big game, and it looks comical as it bounces along on its stubby legs. In fact, wolverines are primarily scavengers, eating the carrion of wolf kills`bones, pieces of frozen meat, and hide from moose and caribou. The teeth of wolverines are much stronger than those of feline or canine predators such as lynx or wolves, enabling wolverines to gnaw on frozen meat and thick hide without breaking their teeth. The wolverine has interlocking molars that look like pinking sheers with which it both sheers and grinds its frozen feast.
(3)     Its reputation for fierceness is also greatly exaggerated. In spite of its notoriety for bravado, the wolverine is incredibly reclusive around man. In fact, one might live a lifetime in wolverine country and never once catch a glimpse of this elusive creature. When confronted by a larger predator such as a bear, the wolverine will square off, raise its hackles, and let out a hissing roar that sounds like a small jet engine. Snarling and baring its teeth, it appears so menacing that even a grizzly bear is loathe to tangle with the much smaller rival, though its posturing is for the most part bluff.
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Questions 5Close

(1)      The era of modern sports began with the first Olympic games in 1896, and since the dawn of this new era, women have made great strides in the arena of running. In the early years, female runners faced numerous restrictions in the world of competitive running. Even though women were banned from competing in the 1896 Olympics, one Greek woman ran unofficially in the men's marathon. She had to stop outside the Olympic stadium, finishing with a time of 4 hours and 30 minutes. Four years later, women were still prohibited from Olympic competition because, according to members of the International Olympic Committee, it was not appropriate for women to compete in any event that caused them to sweat. In the 1928 Olympics, women were finally granted permission to compete in running events. However, because some of the participants collapsed at the finish of the 800-meter race, it was decided to limit women runners to races of 200 meters or less in the Olympics four years later. The women's 800-meter race was not reintroduced to the Olympic games until 1960. Over a decade later, in 1972, the 1500-meter race was added. It was not until 1984 that the women's marathon was made an Olympic event.
(2)      Before 1984, women had been competing in long-distance races outside of the Olympics. In 1963, the first official women's marathon mark of 3 hours and 27 minutes was set by Dale Greig. Times decreased until 1971, when Beth Bonner first broke the three-hour barrier with a time of 2:55. A year later, President Nixon signed the Title IX law, which said that no person could be excluded from participating in sports on the basis of sex. This was a turning point in women's running and resulted in federal funding for schools that supported women athletes. In 1978, Greta Waitz set a new world marathon record of 2:32 at the New York City Marathon. Joan Benoit broke that record by ten minutes in 1983 and went on to win the first-ever women's Olympic marathon in 1984; since then, performances by women in the Olympic marathon have continued to improve with each staging of the Olympics.
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Questions 6Close

(1)      The words to "The Star-Spangled Banner," the national anthem of the United States, were created by Francis Scott Key, lawyer by trade and poet at heart. For these memorable words to have been written in the manner that they were, required both his training as a lawyer and his poetic soul.
(2)      At the time of the War of 1812 against the British, Key had a successful law practice in Washington, D.C. During a series of attacks by the British in 1814, the British occupied Washington, D.C., burned public buildings, including the White House, withdrew from Washington, and sailed up the Chesapeake Bay to attack Baltimore. As the British were withdrawing from Washington, they arrested local physician Dr. William Beanes and forced him to accompany them.
(3)      Some friends of Beanes' visited the lawyer Key and asked him to try to negotiate for Dr. Beanes' release from the British. Key, accompanied by a U.S. government official for prisoners of war, sailed out to the British fleet on Chesapeake Bay. Key was able to negotiate a promise from the British to release the doctor. However, since their attack on Baltimore was imminent, the British decided to detain the Americans on board until after the attack so that they would not have the chance to get word back to the American forces about the British plan to attack.
(4)      All through the night of September 13, the British navy bombarded one of the American forts guarding Baltimore, Fort McHenry. In the first light of dawn, Key, standing on the deck of a British warship, was overcome with emotion at the sight of the U.S. flag with its stars and stripes still flying over the fort. On seeing the flag, he was inspired to write the poem that begins "Oh, say can you see by the dawn's early light...." This quickly written poem was immediately printed on handbills and widely circulated.
(5)      Key only wrote the words to "The Star-Spangled Banner." Key did not write the music, nor did anyone else write music specifically to accompany Key's poem. Ironically, the music to today's "The Star-Spangled Banner" was an old English drinking song that far preceded the words that Key wrote. Later, after Key's poem had achieved prominence, it was set to a well-known song that had actually originated in the country of the enemy, and eventually Key's words, set to the tune of a British drinking song, became the national anthem of the United States.
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Questions 7Close

(1)      Another type of lizard, Jackson's chameleon is a remarkable model of adaptability, one whose ability to adjust to varying environments exceeds that of other members of its species. True to the reputation of the species, Jackson's chameleon is a master of camouflage. Special skin cells called chromatophores enable the chameleon to change the pigment in its skin rapidly and escape detection. While the lizard is stalking its prey, it moves very slowly, in a deliberate rocking gait so as to appear to be a part of a branch moved by a gentle breeze. Jackson's chameleon also has the ability to change the shape of its body. By elongating itself, it can look like a twig; by squeezing its sides laterally, it can appear flattened like a leaf. These camouflaging techniques also help the chameleon to escape detection from predators.
(2)      The color change that is characteristic of all chameleons is not solely for the purpose of camouflage. Jackson's chameleon, like all lizards, is an ectotherm that depends on the sun to maintain its body temperature. By changing to a darker color in the morning hours, it can absorb more heat. Once it has reached its optimal body temperature of 77 degrees Fahrenheit (25 degrees Celsius), it changes to a paler hue. Through color change, the chameleon can also communicate its mood to other members of the species. A color change may signal a warning to stay away or an invitation to draw closer.
(3)      Jackson's chameleon has further exemplified its adaptive nature in a way that surpasses other chameleons in its noteworthy migration to a new home: it has become a well-established resident of the Hawaiian Islands even though it is indigenous to the highland rain forests of Kenya and Tanzania. As the story goes, back in 1972 a pet shop owner on the island of Oahu imported several dozen Jackson's chameleons to be sold as pets. When the shipment arrived, the reptiles were emaciated and dehydrated, so the pet shop owner released the lizards into his lush garden, assuming that he could recapture them after they had revived. The chameleons escaped and spread throughout the island, where they thrived in the moist, well-planted tropical flora. Relishing the habitat of secondary growth forest, agricultural areas, and even residential gardens, the chameleon found a ready-made home in its adopted environment.
(4)      Jackson's chameleons continued their unsolicited migration to other islands in the chain as the popular lizards were captured by hikers and other visitors to the island, who took them home and released them in their gardens. This is now a truly ubiquitous lizard; that is, it is now commonplace on all the major Hawaiian Islands.
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Questions 8Close

(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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Questions 9Close

(1)      The administation of a college or university provides the governig structure of the institution. Although each institution organizes its administration differently, nearly all colleges and universities have a board of trustees, a president, at least one vice president, deans of various divisions, and a number of academic departments. In addition, state college and university systems are governed by state boards of higher education.
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Questions 10Close

(1)      Hermione Graner, the female member of the Harry Potter trifecta, embodies all that we consider excellent. She's unapologetically brilliant; she's brave in that parently subborn way; and she never lacks a witty retort for best friends Ron and Harry -- but always gets their backs when they're in trouble.
(2)      In real life, 15-year-old actress Emma Watson is the daughter of two now-divorced lawyers and lives in Oxford, England, with her mom and little brother Alex, 12. She starred in school plays, and when Warner Bros, was casting for Harry Potter, her drama teacher suggested she audition.
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  Materi Kunci 5Reading Text 1-2
Pembahasan:
Bacaan menyatakan bahwa some varieties of opal contain flashes dan bahwa others do not. Dari konteks ini, dapat ditentukan bahwa others merujuk ke varieties. Jadi, jawabannya adalah (A).
Pembahasan:
Bacaan menyatakan bahwa a seemingly spontaneous crack in a stone is most likely due dan bahwa it is less likely due. Dari konteks ini, dapat ditentukan bahwa pronoun it merujuk kepada crack. Jadi, jawabannya adalah (A).
Pembahasan:
Pronoun those merujuk balik kepada teeth. Rujukan untuk pronoun umumnya mendahului kata gantinya. Jadi, jawabannya adalah (B).
Pembahasan:
Bacaan menyatakan bahwa the wolverine will square off, raise its hackles, and let out a hissing roar dan berikutnya menyatakan bahwa it appears so menacing. Dari konteks ini, dapat ditentukan bahwa pronoun it merujuk balik ke wolverine. Jadi, jawabannya adalah (B).
Pembahasan:
Pronoun them merujuk balik ke women dalam frasa not appropriate for women to compete in any events that caused them to sweat. Pasalnya, rujukan (noun) untuk pronoun, secara umum mendahului katagantinya dalam bacaan. Jadi, jawabannya adalah (B).
Pembahasan:
Pronoun it merujuk balik kepada poem. Rujukan untuk pronoun secara umum didahului oleh kata gantinya dalam bacaan. Jadi, jawabannya adalah (A).
Pembahasan:
Bacaan menyebutkan a warning to stay away or an invitation to draw closer. Dari konteks ini, dapat ditentukan bahwa draw akan lebih baik diganti dengan pull. Jadi, jawabannya adalah (D).
Pembahasan:
Bacaan menyatakan bahwa "the syrup was mixed...before it was served". Dari konteks ini, dapat ditentukan bahwa pronoun "it" merujuk ke "syrup". Jadi, jawabannya adalah (B).
Pembahasan:
Kata its terdapat dalam kalimat Although each institution organizes its administration differently, yang berarti its mengacu pada kata institution. Jadi, jawabannya adalah (B).
Pembahasan:
Kata her merupakan kata ganti orang ketiga perempuan. Sebelum kata ganti berada di paragraf 2 tersebut diketahui bahwa terdapat nama orang yaitu Emma Watson. Jadi, jawaban yang benar adalah (B).
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