Kunci Jawaban Exam IELTS Lesson for Getting Higher Score

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Kunci Jawaban Exam IELTS Lesson for Getting Higher Score

Kunci jawaban exam lengkap kelas pelatihan prakerja “IELTS Lesson for Getting Higher Score” yang ada di platform Skill Academy.

Kelas ini cocok untuk kalian yang berniat untuk meningkatkan nilai IELTS. Selain itu, kalian yang baru mengenal IELTS atau yang membutuhkan informasi mengenai gambaran dan format tes IELTS.

Kunci Jawaban IELTS Lesson for Getting Higher Score

Disini urutan soal pre-exam, mid test dan exam biasanya akan diacak, jadi kalian harus mengabaikan nomor soal dan fokus mencocokkan kunci jawabannya saja.

Exam

1. Jika kamu ingin melanjutkan studi ke negara yang menggunakan Bahasa Inggris sebagai bahasa pengantarnya, maka kamu harus mengambil tes…

a. IELTS General Training Module
b. IELTS Life Skill
c. IELTS UKVI
d. IELTS Academic Module

Jawaban: D

2. Level CEFR C1 dapat kita artikan sama dengan …. di dalam IELTS band scale.

a. 6
b. 7
c. 5
d. 9

Jawaban: B

3. Diantara tips berikut, manakah yang bukan merupakan cara mengerjakan matching task di dalam listening?

a. Read each section/paragraph of the text to identify the main idea or theme
b. Use accurate spelling and punctuation
c. Underline/higlight the key words in the question and/or options
d. Be confident

Jawaban: C

4. Tujuan dari mengerjakan matching information di dalam reading task IELTS adalah…

a. Untuk menguji kemampuan kamu memindai informasi spesifik di dalam teks.
b. Untuk menguji kemampuan kamu mengidentifikasi informasi penting dan relevan yang ada di dalam grafik atau diagram.
c. Untuk menguji kemampuan kamu mengkomunikasikan pengalaman pribadi kamu secara lisan.
d. Untuk menguji kemampuan kamu dalam memahami deskripsi dari sebuah tempat.

Jawaban: A

5. Di dalam writing task 2, hal yang perlu kamu lakukan adalah…

a. Menulis kurang dari 250 kata
b. Menggunakan slangs atau short forms
c. Menggunakan pengalaman pribadi untuk dibagikan ke dalam tulisan
d. Menghabiskan lebih dari 40 menit untuk mengerjakan writing task 2

Jawaban: C

6. Di dalam writing task 1, hal yang tidak boleh kamu lakukan adalah…

a. Memasukkan angka yang dianggap penting dan relevan dengan grafik yang harus digambarkan
b. Menghabiskan tidak lebih dari 20 menit untuk mengerjakan writing task 1
c. Memasukkan overview sebelum menuliskan data yang dianggap penting dan relevan ke dalam paragraf
d. Menyalin dari sumber lain untuk ditulis kembali ke dalam writing task 1

Jawaban: D

7. Berikut ini merupakan kriteria penilaian dari speaking, kecuali…

a. Pronunciation
b. Lexical resource
c. Confidence
d. Fluency and coherence

Jawaban: C

Questions 8-11
Choose the correct letter A, B, C, or D
The Book Educating Psyche is mainly concerned with

EDUCATING PSYCHE

Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One theory discussed in the book is that proposed by George Loranov, which focuses on the power of suggestion.

Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details – the colour, the binding, the typeface, the table at the library where we sat while studying it-than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance and mannerisms, our place in the auditorium, the failure of the air- conditioning, much more easily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture on the other hand, seem to have gone forever.

This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme effects to memorise, tensing muscles, inducing fatigue, but it also simply reflects the way the brain functions. Lozimov therefore made indirect instruction (suggestion) central to his teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.

The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach. Corelli, Handel) while the teacher reads the text in a normal speaking voice. During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material. Beforehand, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduce them to the material to be covered, but does not “teach’ it. Likewise, the students are instructed not to try to learn it during this introduction.

Some hours after the two part session, there is a follow-up class at which the student: are stimulated to recall the material presented. Once again the approach is indirect.[The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvssed dramatisations). Such methods are not unusual in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The ‘learning of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher’s task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session. as well as grammar and idiom.

Lozanov experimented with teaching by direct suggestion during sleep, hypnosis, and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly on the manner designated, by trained and accredited suggestopedic teachers.

While suggestopedia has gained some notoriety through success in the teaching of modern language, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mind set. They are often not motivated to learn through this method. They do not have enough faith. They do not see it as ‘real teething, especially as it does not seem to involve the ‘work they have learned to believe is essential to learning.

8.
a. the power of suggestion in learning.
b. a particular technique for learning based on emotions.
c. the effects of emotion on the imagination and the unconscious.
d. ways of learning which are not traditional.

Jawaban: D

9. Lozanov’s theory claims that, when we try to remember things.

a. unimportant details are the easiest to recall.
b. concentrating hard produces the best results.
c. the most significant facts are most easily recalled.
d. peripheral vision is not important.

Jawaban: A

10. In this passage, the author uses the examples of a book and a lecture to illustrate that

a. both of these are important for developing concentration.
b. his theory about methods of learning is valid.
c. reading is a better technique for learning than listening.
d. we can remember things more easily under hypnosis.

Jawaban: A

11. Lozanov claims that teachers should train students to

a. memorise details of the curriculum.
b. develop their own sets of indirect instructions.
c. think about something other than the cuniculum content.
d. avoid overloading the capacity of the brain.

Jawaban: C

READING PASSAGE 2

You should spend about 20 minutes on Questions 12-15 which are based on reading passage 2 below.

Biological control of pests

The continuous and reckless use of synthetic chemicals for the control of pests which pose a threat to agricultural crops and human health is proving to be counter productive. Apart from engendering widespread ecological disorders, pesticides have contributed to the emergence of a new breed of chemical resistant, highly lethal superbugs.

According to a recent study by the Food and Agriculture Organization (FAO), More than 300 species of agricultural pests have develope resistance to a wide range of potent chemicals. Not to be left behind are the disease-spreading pests, about 100 species of which have become immune to a variety of insecticides now in use.

12.
a. a change in the way ecologies are & classified by agroecologists.
b. an imbalance in many ecologies around the world.
c. The prevention of ecological disasters in some parts of the world.
d. an increase in the range of ecologies which can be usefully, farmed.

Jawaban: B

13. The Food and Agriculture Organisation has counted more than 300 agricultural pests which

a. are no longer responding to most pesticides in use.
b. can be easily controlled through the use of pesticides.
c. Continue to spread disease a wide range of crops.
d. may be used as part of bio-control’s replacement of pesticides.

Jawaban: A

14. Cotton farmers in Central America began to use pesticides

a. because of an intensive goverment advertising campaign.
b. in response to the appearance of new varieties of pest.
c. as a result of changes in the seasons and the climate.
d. to ensure more cotton was harvested from each crop.

Jawaban: D

15. By the mid-1960s, cotton farmers in Central America anon farmers found that pesticides

a. were wiping out 50% of the pests plaguing the crops.
b. were destroying 50% of the crops they were meant to protect.
c. were causing a 50% increase in the number of new pests reported.
d. were costing 50% of the total amount they spent on their crops.

Jawaban: D

READING PASSAGE 3

You should spend about 20 minutes on Questions 16-20. Which are based on reading passage 3 below.

A neuroscientist reveals

how to think differently

In the last decade a revolution has occurred in the way that scientists think about the brain. We now know that the decisions humans make can be traced to the firing patterns of neurons in specific parts of the brain. These discoveries have led to the field known as neuroeconomics, which studies the brain’s secrets to success in an economic environment that demands innovation and being able to do things differently from competitors. A brain that can do this is an iconoclastic one. Briefly, an iconoclast is a person who does something that others say can’t be done.

This definition implies that iconoclasts are different from other people, but more precisely, it is their brains that are different in three distinct ways: perception, fear response, and social intelligence. Each of these three functions utilizes a different

16.
a. cause a change in how scientists understand brain chemistry
b. understand how good decisions are made in the brain.
c. understand how the brain is linked to achievement in competitive fields
d. trace the specific firing patterns of neurons in different areas of the brain.

Jawaban: C

17. According to the writer, iconoclasts are distinctive because

a. they create unusual brain circuits
b. their brains function differently.
c. their personalities are distinctive.
d. they make decisions easily.

Jawaban: C

18. According to the writer, the brain works efficiently because

a. it uses the eyes quickly
b. it interprets data logically.
c. it generates its own energy
d. it relies on previous events.

Jawaban: B

19. The writer says that perception is

a. a combination d photons and sound waves.
b. a reliable product of what your senses transmit
c. a result of brain processes.
d. a process we are usually conscious of.

Jawaban: D

20. According to the writer, an iconoclastic thinker

a. centralises perceptual thinking in one part of the brain.
b. avoids cognitive traps.
c. has a brain that is hardwired for learning.
d. has more opportunities than the average person.

Jawaban: B

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