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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 9Close

Determine Meanings From Word Parts
Tentukan Makna dari Bagian Dasar Pembentukan Kata
Ketika Anda diminta menentukan makna dari sebuah kata yang panjang yang tidak Anda ketahui, ada beberapa kemungkinan untuk menentukan maknanya dengan mempelajari bagian-bagian dasar pembentukan kata tersebut. Pelajari contoh berikut ini.
The passage:
(1)      Ring Lardner was born into a wealthy, educated, and cultured family. For the bulk of his career, he worked as a reporter for newspapers in South Bend, Boston, St. Louis, and Line Chicago.
(2)      However, it is for his short stories of lower middle-class Americans that Ring Lardner is perhaps best known. In these stories, Lardner vividly creates the language and the ambiance of this lower class, often using the misspelled words, grammatical errors, and incorrect diction that typified the language of the lower middle class.
The question:
The word "vividly" in paragraph 2 is closest in meaning to (A) in a cultured way
(B) in a correct way
(C) in a lifelike way
(D) in a brief way
Untuk menjawab pertanyaan ini, kita lihat bagian pembentukan katanya. Kata "vividly" mengandung bagian kata "viv", yang bermakna "hidup" (life). Kemudian kita lihat, jawaban (C) berisi "in a lifelike way". Jadi, jawaban yang tepat adalah (C).

RUMUS KUNCI 9

Ingatlah sebagain daftar pembentukan kata pada tabel ini agar Anda dapat dengan mudah menjawab soal "Vocabulary Question" dengan tepat.

PART MEANING EXAMPLE
CONTRA (against) contrast
DIC (say) dictate
MAL (bad) malcontent
DOMIN (master) dominant
MIS (error) mistake
JUD (judge) judgment
SUB (under) sub way
MOR (death) mortal
DEC (ten) decade
SPEC (see) spectator
MULTI (many) multiple
TERR (earth) territory
SOL (one) solo
VER (turn) divert
TRI (three) triple
VIV (live) revive

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Questions 1Close

(1)      The locations of stars in the sky relative to one another do not appear to the naked eye to change, and, as a result, stars are often considered to be fixed in position. Many unwitting stargazers incorrectly assume that each star has its own permanent home in the nighttime sky.
(2)      In reality, though, stars are always moving, but because of the tremendous distances between the stars themselves and from stars to Earth, the changes are barely discernible here on Earth. An example of a rather fast-moving star demonstrates why this misconception prevails; it takes around 200 years for Bernard's star, a relatively rapidly moving star, to move a distance in the skies equal to the diameter of the Earth's moon. When the apparently negligible movement of the stars is contrasted with the movements of the planets, the stars are seemingly motionless.
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(1)      Carbon tetrachloride a chemical compound created when carbon disulfide is treated with chlorine is a colorless and inflammable liquid that is used extensively in industry today. This broad use of carbon tetrachloride in industry is because of its efficacy as a solvent, a refrigerant, and a propellant.
(2)      Despite its widespread use in industry, carbon tetrachloride has been banned for home use. In the past, carbon tetrachloride was a common ingredient in cleaning compounds that were used throughout the home. However, it was found to be extremely hazardous: When heated, it turns into a poisonous gas that can cause severe maladies and may even prove deadly if it is inhaled. Because of this dangerous characteristic, the United States revoked permission for the home use of carbon tetrachloride in 1970. The United States has taken similar action with various other chemical compounds.
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Questions 4Close

(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 5Close

(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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  Materi Kunci 9Reading Text 1
Pembahasan:
Kata misconception berasal dari pembentukan kata dari mis dan conception. Kata mis- artinya "error" atau salah. Karenanya, misconception sangat dekat maknanya dengan incorrect idea. Jadi, jawabannya adalah (C).
Pembahasan:
Kata maladies sangat dekat maknanya dengan illnesses. Bagian kata mal- artinya "bad" (buruk/jelek). Jadi, jawabannya adalah (D).
Pembahasan:
Kata inhaled sangat dekat maknanya dengan breathed in. (Bagian kata in- artinya "inside" (di dalam) dan kata hal- artinya "breath" (napas). Jadi, jawabannya adalah (B).
Pembahasan:
Kata circulated dalam paragraf keempat sangat dekat maknanya dengan spread around. (Bagian kata circ- artinya "around" atau sekitar). Jadi, jawabannya adalah (C).
Pembahasan:
Kata dehydrated adalah sangat dekat maknanya dengan ungkapan without adequate water. (Kata de- artinya "removed" dan kata hyd- artinya "water"). Jadi, jawabannya adalah (C).
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