Assalamualaikum warrahmatullahiwabarrakatuh.
Bagi adik-adik kelas 12 yang mencari latihan soal SBMPTN untuk persiapan masuk perguruan tinggi negeri, berikut ini saya berikan beberapa latihan soalnya. silahkan untuk dicoba. selamat mengerjakan.
Text 1
Human brain structure is composed of three main parts: the forebrain, midbrain and hindbrain, each with multiple parts.
The Cerebrum: Also known as the cerebral cortex, the cerebrum is the largest part of the human brain, and it is associated with higher brain function such as thought and action. Nerve cells make up the gray surface, which is a little thicker than our thumb. White nerve fibers beneath the surface carry signals between nerve cells in other parts of the brain and body . Its wrinkled surface increases the surface area, and is a six-lay ered structure found in mammals, called the neocortex. It is divided into four sections, called “lobes”. They are; the frontal lobe, the parietal lobe, the occipital lobe and the temporal lobe. Frontal Lobe – The frontal lobe lies just beneath our forehead and is associated with our brain’s ability to reason, organize, plan, speak, move, make facial expressions, serial task, problem solve, control inhibition, spontaneity , initiate and self-regulate behaviors, pay attention, remember and control emotions.
complex behaviors, including senses such as vision, touch, body awareness and spatial orientation.
It play s important roles in integrating sensory information from various parts of our body, knowledge of numbers and their relations, and in the manipulation of objects. Portions are involved with our visuospatial processing, language comprehension, the ability to construct, body positioning and movement, neglect/inattention, left-right differentiation and self-awareness/insight.
Occipital Lobe – The occipital lobe is located at the back of our brain, and is associated with our visual processing, such as visual recognition, visual attention, spatial analysis (moving in a 3-D world) and visual perception of body language; such as postures, expressions and gestures.
Temporal Lobe – The temporal lobe is located near our ears, and is associated with processing our perception and recognition of auditory stimuli (including our ability to focus on one sound among many , like listening to one voice among many at a party ), comprehending spoken language, verbal memory , visual memory and language production (including fluency and word-finding), general knowledge and autobiographical memories.
A deep furrow divides the cerebrum into two halves, known as the left and right hemispheres. And, while the two hemispheres look almost sy mmetrical, each side seems to function differently The right hemisphere is considered our creative side, and the left hemisphere is considered our logical side. A bundle of axons, called the corpus callosum, connects the two hemispheres.
1. What is the main idea of the passage?
A. The findings of the important roles of parietal lobe in integrating sensory information
from various parts of our body.
B. The description of surface carry signals between nerve cells in other parts of the brain
and body .
C. The explanation about A bundle of axons, called the corpus callosum, connects the
two hemispheres.
D. The argument of the perception and recognition of auditory stimuli in human brain.
E. The overview about the structure and function of the human brain.
2. The sentence ‘The parietal lobe is located at the upper rear of our brain, and controls our complex
behaviors, including senses such as vision, touch, body awareness and spatial orientation’ In
paragraph 5 can best be restated as ….
A. The parietal lobe can be in at the upper rear of our brain, and controls our complex behaviors,
excluding senses such as vision, touch, body awareness and spatial orientation.
B. The parietal lobe is located near the upper rear of our brain, and controls our complex
behaviors, senses such as vision, touch, body awareness and spatial orientation.
C. The parietal lobe is located far from the upper rear of our brain, and controls our complex
behaviors, a part of senses such as vision, touch, body awareness and spatial orientation.
D. The location of parietal lobe is at the upper rear of our brain, and controls our complex
behaviors, that is, senses such as vision, touch, body awareness and spatial orientation.
E. The upper rear of our brain is at the pariental lob, and controls our complex behaviors,
including senses such as vision, touch, body awareness and spatial orientation.
3. It can be concluded from the passage that ….
A. Three main parts of human brain, the forebrain, midbrain and hindbrain, each with multiple
parts, have significant roles in controlling human activity.
B. The frontal lobe lies just beneath our forehead and is associated with our brain’s ability to
visual recognition, such as visual recognition, visual attention, spatial analysis.
C. The right hemisphere is considered our creative side, and the left hemisphere is considered
human mental activity .
D. A deep furrow has functions to comprehend spoken language, verbal memory , visual
memory and language production.
E. Frontal lobes are involved with our visuospatial processing, language comprehension, the
ability to construct, body positioning and movement.
4. What most likely motivates the writer in writing the passage?
A. Not many people have much information about the functions of parts of human brain.
B. The information about functions about human brain is not available.
C. Many people have known about the functions of the brain.
D. There is a my stery about what functions of human brain.
E. People’s information about human brain is suffecient.
Latihan Soal SBMPTN HOTS
Questions 5 to 7 are based on the following text.
The latest round in an ongoing debate over global-warming trends claims that warming has
indeed slowed down this century. An obvious slowing in the rise of global temperatures was recorded
at the beginning of the twenty-first century. This was referred to as a "hiatus" or a "pause". This hiatus was first observed several years ago. Climate-change skeptics have used this as evidence that global warming has stopped permanently. But in June the previous year, a study in science claimed that the hiatus was just an artifact which disappears when biases in temperature data are corrected.
Now a prominent group of researchers is countering that claim. They argue in Nature Climate Change that even after correcting these biases the slowdown was real. "There is this mismatch between what the climate models are producing and what the observations are showing," says lead author John Fyfe. "We can't ignore it." Fyfe uses the term "slowdown" rather than "hiatus". He also stresses that it does not in any way weaken global-warming theory.
The study that questioned the existence of the slowdown corrected known biases in the surface temperature record maintained by the US National Oceanic and Atmospheric Administration (NOAA). The finding showed differences in temperature readings from ships and buoys. This effectively increased the record about warming. The researchers also extended the record to include 2014. This set a new record high for average temperatures.
Thomas Karl, director of National Centers for Environmental Information in Asheville, calculated the rate of global warming between 1950 and 1999 as being 0.113°C per decade. This was similar to the 0.116°C a decade calculated for 2000-14. This, Karl said, meant that an assessment done by the influential Intergovernmental Panel on Climate Change in 2013 showing that warming had slowed was no longer valid.
(Adapted from www.nature.com)
5. The passage above mainly discusses about….
A. global warming is a verifiable issue in the space of a decade
B. the hiatus observation was first carried out several years ago
C. the reason why global warming is slowing down in this century
D. the view of study in science that the hiatus is an artifact which vanishes
E. the contention about global warming and whether it is indeed slowing this period
6. The word “prominent” in paragraph 2 means….
A. magnificent
B. well-known
C. promenade
D. shrewd
E. indolent
7. Why have some claimed that global warming a fabricated issue?
A. Because there’s no valid data to prove that global warming is real.
B. Since the existence of the slowdown corrected known biases in the surface temperature record
upheld by the US NOAA.
C. As an assessment done on Climate Change presenting that warming had slowed was no longer
valid.
D. For the researchers is countering that in Nature Climate Change even after correcting these biases
the slowdown was real.
E. Because of the diversification in temperature readings from ships and buoys, the study found.
The text is for questions 8 to 9.
Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes. For example, in science and mathematics education, scholars have documented that the use of ICT can improve students’ conceptual understanding, problem solving, and team working skills. Consequently, most curriculum documents state the importance of ICT and encourage school teachers to use them. However, teachers need to specifically trained in order to integrate ICT in their teaching.
Schools are known to be resistant to innovation and change, however, the spread of ICT is beginning to affect how teachers teach. One of the current issues about the use of ICT is how it is integrated into the curriculum. The curriculum document provide arguments for introducing ICT in
the school setting. Therefore, schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT. However, this may not be the case because most current teachers’ pre-service preparation, and subsequent in-service courses were designed by using traditional educational technology and settings. Thus, the participants in these courses are not familiar with the processes, interaction patterns, features, and possibilities of teaching learning processes based on ICT.
Effective development of pre-service teachers’ ICT proficiency does not seem to be a direct process, but is the one asking for a careful, complex approach. First, a need assessment is important
to find out what ICT skills and knowledge teachers need at schools. Second, designers of teacher education programs should know the pre-service teachers’ perceptions of ICT and their attitudes
toward ICT integration into curriculum. Third, teacher education programs need to consider the two typical arguments that support the ICT use in schools.
(Adapted from www.cjlt.ca)
8. Which of the following best restates the sentence “Over the last two decades, the use of ICT has
been an important topic in education. On the one hand, studies have shown that ICT can enhance
teaching and learning outcomes.” in paragraph 1?
A. ICT usage has been a vital topic in education and studies indicate that ICT can develop teaching
and learning upshot.
B. Studies have shown that ICT can enrich teaching and learning end result
C. The use of ICT has been an insignificant topic in education. Also, studies have shown that ICT
can enhance teaching and learning outcomes.
D. Over the last two decades, the use of ICT has been an important topic in educational method.
E. Over the preceding two decades, studies have exposed that ICT can increase teaching and
learning outcomes.
9. Based on the passage, paragraph 1 most likely discusses….
A. educational growth in the last two decades
B. the development of education by using ICT
C. the advantages of using ICT in the learning process
D. ICT and education in today’s learning development
E. teachers need to be trained in order to integrate ICT in their teaching
The text is for number 10 to 12.
Sleepiness after eating is a response of the body to chemical changes during the digestion process. This is normal and it happens to everybody. However, if sleepiness occurs every time after eating and obstructs your ability to function, this may be a concern. Sleepiness after eating is caused
by many factors, such as the type of food you consume, messy sleeping habits, your health condition and so forth. The body requires energy to function and this energy is obtained through food. Post-eating, the body releases hormones such as amylin, glucagon and cholecystokinin. These hormones increase blood sugar levels, creating a feeling of fullness and producing insulin that will be streamed through cell tissues and provide energy for them. At the same time, the brain releases serotonin that causes drowsiness.
Moreover, food also influences melatonin production in the brain. This is the hormone that is responsible for sleepiness post-meal. Some foods that are rich in protein, such as meat, poultry, eggs, fish, spinach, tofu, cheese and soybeans can trigger more drowsiness than others. Additionally, foods containing carbohydrates also help produce serotonin and tryptophan amino acids found in the brain. This is the reason why you feel sleepy after eating carbohydrate-rich foods.
Overeating can also cause sleepiness. Post-meal, the body streams more blood to the digestive system to better digest foods in massive amounts. This causes a temporary blood and nutrients shortage in the brain. To prevent post-meal drowsiness, it’s better to eat a balanced diet containing vegetables, grains and good fats to provide continuous energy. Drink lots of water and limit your sugar intake.
Bad sleeping patterns can also cause sleepiness after eating. After a meal, the body feels full and relaxed, making the body feel like it is resting, resulting in a feeling of sleepiness, particularly if you didn’t get a good night’s sleep the night before. To avoid this, improve your sleeping habits to prevent stress. Engaging in regular physical exercise can help you get a good night’s sleep. It is recommended that you avoid napping if you are having trouble sleeping at night.
(Adapted from www.thejakartapost.com)
10. What is the author’s purpose in writing the passage?
A. To discuss the amount of food to consume so as not to feel sleepy
B. To inform the readers about the factors of sleepiness after eating
C. To argue the effect of eating too much foods for the brain
D. To tell the readers the benefit of eating certain foods
E. To investigate what causes drowsiness after overeating
11. By writing the sentences in paragraph 2, the author intends to tell the readers about….
A. foods that are rich in protein, such as meat, eggs, fish, tofu, cheese and soybeans can generate
more drowsiness
B. overeating protein and carbohydrate-rich foods obstructs your brain’s ability to function well
C. the reason why carbohydrate-rich foods make you feel sleepy
D. food combinations containing tryptophan amino acid and carbohydrates make you feel drowsy
E. the hormone melatonin production in the brain is responsible for sleepiness after eating
12. It can be predicted from the passage that….
A. the more fish you eat, the better it is for the brain
B. the less meat you eat, the more you will feel drowsy
C. the finer you manage your sleep, the more lethargic you feel
D. the less you eat carbohydrate-rich foods, the less you will feel drowsy
E. the less you consume protein and carbohydrates, the better it is for the body
The text is for number 13 to 14.
Indonesia is the world’s third-largest coffee producer and exporter, after Brazil and Vietnam. National coffee output has grown over the past decades, albeit not in a linear fashion as harvests fluctuate strongly from one year to another depending on the weather. With per-capita coffee consumption on the rise both in Indonesia and the wider region, there is obvious room for further growth, but there is also an obvious need for investment. The capital required to take Indonesia’s
coffee industry to the next level presents appealing prospects for investors, while the country’s burgeoning coffee culture also brings opportunities for foreign exporters.
Indonesia’s tropical climate produces almost ideal conditions for planting coffee. Today, most Indonesian coffee comes from Sumatra, but Sulawesi and Kalimantan, the Lesser Sunda Islands of
Bali, Sumbawa and Flores as well as the country’s easternmost region of Papua all contribute to national output. Robusta coffee makes up more than three quarters of Indonesia’s produce; the remainder is of the milder Arabica type. The numerous coffee-growing regions in the country produce beans of distinct flavors and properties, and a number of highland Arabica coffees from Indonesia are recognized by aficionados the world over.
Indonesian coffee exports rose from 336,840 tonnes (or 5,614,000 60-KG bags) in crop year 2000/2001 to 656,400 tonnes (10,940,000 bags) in 2012/2013, according to data collated by the International Coffee Organization. Total production over the same period increased from 419,220 tonnes to 763,800 tonnes. At present, the principal destinations for Indonesian coffee are the US,
Japan and Western Europe (particularly Germany), but Indonesia is well placed to capitalize on
the fast-rising demand in the ASEAN region and in China.
Indonesian per-capita consumption of around 1.2 kg in 2012 pales against more than 4 kg in the US, around 7 kg in the world’s number one coffee producer Brazil and more than 10 kg in various
European countries. But with Indonesian per-capita consumption having already doubled in just a few years, domestic demand looks to be on a fast growth trend. This puts the world’s fourth-most populous country on course to become a leading coffee market. Local demand is driven by the lifestyle changes that accompany urbanization and economic development. Caffeine consumption tends to increase
when a larger part of the labor force works in an office environment.
(Adapted from www.gbgindonesia.com)
13. What is the best summary of the passage?
A. The primary destinations for Indonesian coffee export are the US, Japan and Western Europe
B. Indonesia is well placed to capitalize on the fast-rising demand in the ASEAN region
C. Indonesia’s coffee growing and Indonesia’s coffee industry needs growth capital
D. The various coffee-growing in the country produce beans of distinct flavors
E. Total production of Indonesian coffee over the same period has increased
14. What can be inferred from paragraph 3 in the passage?
A. The coffee export has decreased in several years
B. Indonesian coffee exports increased from 2000/2001 to 2012/2013
C. Total production deducted from 419,220 tonnes to 763,800 tonnes
D. The US, Japan and Western Europe are the destination for Indonesian coffee
E. Indonesia is in a good site to take advantage of fast-rising demand in ASEAN
The text is for number 15 to 18.
Hawaii’s Kilauea volcano keeps erupting with syrupy lava flows, serving as a fiery reminder of
nature’s destructive power. There are two contents flow out as molten rock and they both have to do with volcanoes. But as the ongoing eruption captures headlines, a question might occur to the readers: What’s the difference between magma and lava?
The distinction between magma and lava is all about location. When geologists refer to magma,
they’re talking about molten rock that’s still trapped underground. If this molten rock makes it to the surface and keeps flowing like a liquid, it’s called lava. Lava is molten rock generated by geothermal energy and expelled through fractures in planetary crust or in an eruption, usually at temperatures
from 700 to 1,200 °C (1,292 to 2,192 °F). The structures resulting from subsequent solidification
and cooling are also sometimes described as lava. The molten rock is formed in the interior of some planets, including Earth, and some of their satellites, though such material located below the crust is referred to by other terms.
Magmas vary in their chemical composition, which gives them—and the volcanoes that contain them—different properties. Mafic magmas like those in Hawaii tend to form when the heavier crust
that forms the ocean floor melts. They contain between 47 to 63 percent silica, the mineral that makes up glass and quartz. Silicic magmas, on the other hand, tend to form when the lighter continental crust melts. These magmas are more than 63 percent silica, which makes them more viscous: At their runniest, silicic magmas flow about as well as lard orcaulk—which is to say not well at all. They’re
also cooler than mafic magmas. Rhyolite, an especially silica-rich type of lava, hits temperatures between only 1,200 degrees to 1,500 degrees Fahrenheit.
When silicic magmas are no longer confined under sufficiently high pressure, the gases dissolved within them come out of solution and form bubbles. And just like opening a shaken-up can of soda,
the resulting rush of vapor triggers an explosive eruption. Iconic cone-shaped volcanoes called stratovolcanoes, such as Mount Pinatubo, are loaded with silicic magmas. Hawaii’s volcanoes, on the other hand, contain especially low-silica magmas made of basalt, which means they have much less explosive oomph. Instead, they ooze and spatter, creating shield volcanoes—gently sloped formations that have become the islands’ signature geologic silhouette.
Adapted from: https://news.nationalgeographic.com/2018/05/volcano-magma-lava-difference-science/
15. What is the appropriate title of the text above?
A. The Explosive power of a volcano
B. The Distinction of Magma and Lava
C. The Characteristic of Magma and Lava
D. The Pressure of Silicic Magmas as a Compostion of a Volcano
E. The Composition of Magma and Lava Based on a Volcano Structure
16. What is the motive of the writer to present the passage?
A. To raise people awareness about the danger of volcanoe eruption
B. To persuade the readers not to live nearby the area of volcano eruption
C. To expose people’s lack of understanding about the terms of lava and magma
D. To straigthen people’s misconception about the difference of magma and lava
E. To describe the danger of volcanoe eruption through the composition of magmas
17. What is the difference of volcanoes in Hawaii from that of Mount Pinatubo?
A. Mount Pinatubo is more destructive than Hawaii
B. Hawaii’s volcanoes are loaded with silicic magmas.
C. Mount Pinatubo is the islands who has signature geologic silhouette
D. Volcanoes in Hawaii are less explosive power than that of Pinatubo
E. Hawaii’s volcanoes are highly explosive than those of Mount Pinatubo
18. ‘Magmas vary in their chemical composition,..’
The sentence can be best restated with…
A. the composition of magma can be differentiated through their chemical compound
B. the basic structure of magma can be seen from their chemical component
C. the chemical structure of magma is different based on their compostion
D. the nature of chemical compostion is based on magma variation
E. the component of magma is made of chemical element
19. In which paragraph does the author elaborate what imposes low or high explosion of a volcano?
A. Paragraph 2
B. Paragraph 3
C. Paragraph 4
D. Paragraph 2 and 3
E. Paragraph 3 and 4
The text for question 20 to 23 are based on the following passage.
The economic world has been buzzing for the last two years now as investors, homeowners and trend analysts alike attempt to identify the causes and ultimate effects, of the a sub-prime lending mortgage crisis. Papers have been filled with headlines detailing the mass evictions, leading in particularly tragic cases to entire communities being reduced to little more than shanty towns. The
onus today seems to be to find which people in which industry are to blame, but, in the end, untangling that knotted mess may prove impossible, and even were we to reveal an identifiable cause, would that help solve the current problems?
What is not drawing as much attention, but perhaps should be, is the effect that all of this has had not just on the value of the dollar internationally but domestically as well. The cost to rent an apartment
has risen dramatically in most major metropolitan areas, as families that once owned homes are forced back into the rental market. The cost of student loans has also peaked sharply, with federal interest
rates up to three times as high as the rates from a mere six years ago. Unfortunately for the many
people affected by this, it seems unlikely that the rising cost of a college education will come to the attention of those at the highest levels until the country sees a decrease in the number of students receiving college degrees, at which point the solution may be out of our hands.
20. The passage most likely refers to student loans in order to ....
A. support the claim that the country may eventually suffer from a lack of well educated citizens
B. decry the unreasonable interest rates that are currently being charged by some unscrupulous
Lenders.
C. explain why the housing costs have risen so dramatically in certain major metropolitan areas
in the United States.
D. argue that the economic problems evident in some sectors are not really as bad as they may
appear superficially.
E. underscore an earlier point regarding the widespread nature of some of the economic problems
related to the housing crisis
21. The author’s attitude towards the economic problems discussed in the passage could most
accurately be described as ....
A. frenzied ire
B. calculated scorn
C. scholarly disdain
D. reasoned frustration
E. modulated optimism
22. According to the author of the passage, the entity most likely to blame for the economic
situation is ….
A. also solely responsible for the present weakness of the dollar in overseas markets
B. ultimately of less import than is recognizing the far-ranging side effects and working to find
a solution
C. only going to recognize the true effects of the mistakes that have been made once the results
are irreversible
D. the unscrupulous lending industry that failed to recognize the potential pitfalls in the sub-
prime lending scheme
E. the public at large because it was the public that supported the sub-prime loans without
learning what they entailed
23. The word peaked in the second paragraph most nearly means ….
A. reached an apex only to descend again
B. set a precedent for future valuations
C. caught nationwide attention
D. quickly ascended in price
E. artificially inflated
Question 24 to 27 are based on the following passage.
Mass-market history textbooks suffer from a number of deficiencies. Even with judicious editing and some stunning omissions, the typical high school history textbook is over one thousand pages long. Part of the problem lies in the publishers desire to construct a book that appeals to as many regional markets as possible. In order to do so, the publisher must include details that have relatively little historical significance but evoke a degree of local pride in readers. But, the sheer volume of
information available in text books is not, in and of itself, the greatest difficulty with these textbooks. The most pressing problem is the textbook writers’ philosophical approach to this information.
The manner in which most treat history textbooks the story of Columbus “discovery" of America offers a telling example. First, there is a copious historical record indicating that a multitude of explorers had reached North America long before Columbus. This record consists of a diversity of sources, including genetic similarities between North American populations and populations in Africa, Asia, and Europe; homogenous social structures and an forms; and even oral histories and legends of various peoples. While historians argue over the value and reliability of this evidence, it is generally accepted that travelers from Siberia, Japan, China, Polynesia, West Africa, and Iceland most likely arrived in North America long before Columbus did. Textbook authors could simply present all of this evidence to students and let them come to their own conclusions about the discovery and settlement of America in fact, that is how professional historians work. Instead, textbook authors decide to craft a simple narrative around certain historical events at the expense of the true complexities of history. By treating history as a series of settled facts instead of sequence of ongoing debates and interpretations, textbook authors do a great disservice to both their students and to the educational process. In their quest to portray history as a story, textbook authors have unwittingly deprived the subject of some of its most vibrant and interesting aspects. It is no wonder that high school students in the United States rank history as one of their least favorite subjects.
24. The author of the passage is primarily concerned with ….
A. responding to an argument
B. explaining the nature of a fault
C. debunking a long held perspective
D. recommending solutions to a problem
E. evaluating a proposed course of action
25. The “problem” mentioned in the first paragraph can best be described as arising from
the pressure to ….
A. develop a book that contains a simple
B. include as many relevant historical facts as feasible
C. produce a text that will avoid containing controversial statements
D. create a product that will please as many customers as possible
E. narrative arouse the interest of consumers from a particular region
26. The passage suggests in which of the following ways that the “philosophical approach” to
historical information used by textbook authors compromises the teaching of history?
A. By including far more information than is historically relevant, textbook authors make learning
history a challenging process for students.
B. By neglecting to introduce a certain degree of uncertainty to historical events, textbook authors
have made the learning of history a less interesting process.
C. By refusing to include a multitude of historical sources, textbook authors fail to provide teachers
of history with an appreciation of the complexity of history.
D. By presenting a vast amount of primary source data, textbook authors deprive students of the
chance to approach historical studies the way professional historians do.
E. By creating simple narratives out of the complex historical record, textbook authors have forced
students of history to learn history the way most academics have.
27. The passage implies which of the following about high school history textbooks?
A. Typical modern textbooks are much longer than were those of the past.
B. High school history textbooks have not been submitted to a proper editing process.
C. High school history textbooks are the only textbooks that tend to be tailored to local markets.
D. Despite their size, many history textbooks still fail to include certain important historical
details.
E. No high school history textbook presents the complexities surrounding the discovery of
America.
PEMBAHASAN
1. Jawaban E
Pembahasan : Soal ini menanyakan tentang ide pokok /inti utama dari seluruh isi tulisan. Ide
pokok wacana ini adalah mengenai gambaran mengenai struktur dan fungsi otak manusia.
ini ditemukan di paragraf awal ‘Human brain structure is composed of three main parts: the
forebrain, midbrain and hindbrain, each with multiple parts’ kemudian setiap poin struktur dan
fungsi dijelaskan di setiap paragraf. Wacana ini bersifat deduktif karena ide pokok terdapat di
paragraf pertama.
2. Jawaban D
Pembahasan : ‘Lobus
parietal terletak di bagian belakang atas otak kita, dan mengendalikan
perilaku kompleks kita, termasuk indera seperti penglihatan, sentuhan, kesadaran tubuh, dan
orientasi spasial’ adalah ‘Lokasi lobus parietal berada di bagian belakang atas otak kita,
dan mengendalikan perilaku kompleks kita, yaitu indera seperti penglihatan, sentuhan,
kesadaran tubuh, dan orientasi spasial’. Kalimat ini dapat menggantikan kalimat soal
karena memiliki makna yang sama.
3. Jawaban A
Pembahasan : Kesimpulan adalah gagasan pada akhir pembicaraan. Dengan kata lain, kesimpulan
adalah hasil dari suatu pembicaraan dalam hal ini wacana. Maka dapat disimpulkan dari wacana
ada tiga bagian utama otak manusia, otak depan, otak tengah, dan otak belakang, masing-masing
dengan beberapa bagian, memiliki peran signifikan dalam mengendalikan aktivitas manusia. Hal
ini sejalan dengan topik wacana yang berbicara tentang bagian-bagian otak di mana tiap bagian
memiliki peran yang penting bagi tubuh manusia.
13. Answer: C
Ringkasan yang tepat dari teks di atas :
Indonesia’s coffee growing and Indonesia’s coffee industry needs growth
capital yang bermakna “Perkembangan kopi Indonesia dan industri kopi
Indonesia perlu pertumbuhan modal” karena kalimat ini mewakili isi teks
di atas sebagaimana yang tercantum di kalimat utama paragraf pertama
“Indonesia is the world’s third-largest coffee producer and exporter,
after Brazil and Vietnam. National coffee output has grown over the past
decades, albeit not in a linear fashion as harvests fluctuate strongly
from one year to another depending on the weather. With per-capita
coffee consumption on the rise both in Indonesia and the wider region,
there is obvious room for further growth, but there is also an obvious
need for investment.”
14. Answer: B
Dari paragraf ke-3 bisa disimpulkan bahwa ekspor kopi
Indonesia telah meningkat dari tahun 2000/2001 sampai tahun 2012/2013.
Ini ada pada awal kalimat paragraf ke-3 tersebut. Maka pilihan jawaban
(B) Indonesian coffee exports increased from 2000/2001 to 2012/2013
merupakan opsi yang tepat.
15. Pembahasan : B
Judul yang tepat untuk wacana adalah mengenai
perbedaan antara magma (magma) dan lahar (lava). Hal ini terlihat dari
kata kunci yang ada di paragraf pertama di kalimat terakhir yang
merupakan pernyataan tesis dari wacana yaitu What’s the difference
between magma and lava? Kemudian kalimat tersebut dibahasa dalam
paragraf-paragraf selanjutnya.
Demikianlah latihan soal SBMPTN bahasa Inggris kali ini. semoga bermanfaat bagia kalian semua.
Wassalamualaikum warrahmatullahiwabarrakatuh.
Kunci jawaban no 4sampe 12 nya mana
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