48+ Kumpulan Soal TOEFL READING TEST 2022/2023 dengan Kunci Jawaban

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48+ Soal TOEFL READING TEST | Soal Toefl dan Pembahasan 2022/2023 Lengkap

1. Questions 1- 10

Precipitation, commonly referred to as rainfall, is a measure of the quantity of water in the form of either rain, hail, or snow which reaches the ground. The average annual precipi- tation over the whole of the United States is thirty-six inches. It should be understood however, that a foot of snow is not equal to a foot of precipitation. A general formula for

Line (5) computing the precipitation of snowfall is that ten inches of snow is equal to one inch of pre- cipitation. In New York State, for example, twenty inches of snow in one year would be recorded as only two inches of precipitation. Forty inches of rain would be recorded as forty inches of precipitation. The total annual precipitation would be recorded as forty-two inches. The amount of precipitation is a combined result of several factors, including location,

Line (10) altitude, proximity to the sea, and the direction of prevailing winds. Most of the precipitation in the United States is brought originally by prevailing winds from the Pacific Ocean, the Gulf of Mexico, the Atlantic Ocean, and the Great Lakes. Because these prevailing winds generally come from the West, the Pacific Coast receives more annual precipitation than the Atlantic Coast. Along the Pacific Coast itself, however, altitude causes some diversity in rain-

Line (15) fall. The mountain ranges of the United States, especially the Rocky Mountain Range and the Appalachian Mountain Range, influence the amount of precipitation in their areas. East of the Rocky Mountains, the annual precipitation decreases substantially from that west of the Rocky Mountains. The precipitation north of the Appalachian Mountains is about 40 percent

less than that south of the Appalachian Mountains.

What does this passage mainly discuss?

a. Precipitation
[Jawaban Benar]

b. Snowfall
[Jawaban Salah]

c. New York State
[Jawaban Salah]

d. A general formula
[Jawaban Salah]

2. Questions 1- 10

Precipitation, commonly referred to as rainfall, is a measure of the quantity of water in the form of either rain, hail, or snow which reaches the ground. The average annual precipi- tation over the whole of the United States is thirty-six inches. It should be understood however, that a foot of snow is not equal to a foot of precipitation. A general formula for

Line (5) computing the precipitation of snowfall is that ten inches of snow is equal to one inch of pre- cipitation. In New York State, for example, twenty inches of snow in one year would be recorded as only two inches of precipitation. Forty inches of rain would be recorded as forty inches of precipitation. The total annual precipitation would be recorded as forty-two inches. The amount of precipitation is a combined result of several factors, including location,

Line (10) altitude, proximity to the sea, and the direction of prevailing winds. Most of the precipitation in the United States is brought originally by prevailing winds from the Pacific Ocean, the Gulf of Mexico, the Atlantic Ocean, and the Great Lakes. Because these prevailing winds generally come from the West, the Pacific Coast receives more annual precipitation than the Atlantic Coast. Along the Pacific Coast itself, however, altitude causes some diversity in rain-

Line (15) fall. The mountain ranges of the United States, especially the Rocky Mountain Range and the Appalachian Mountain Range, influence the amount of precipitation in their areas. East of the Rocky Mountains, the annual precipitation decreases substantially from that west of the Rocky Mountains. The precipitation north of the Appalachian Mountains is about 40 percent

less than that south of the Appalachian Mountains.

Which of the following is another word that is often used in place of precipitation?

a. Humidity
[Jawaban Salah]

b. Wetness
[Jawaban Salah]

c. Rainfall
[Jawaban Benar]

d. Rain-snow
[Jawaban Salah]

3. Questions 1- 10

Precipitation, commonly referred to as rainfall, is a measure of the quantity of water in the form of either rain, hail, or snow which reaches the ground. The average annual precipi- tation over the whole of the United States is thirty-six inches. It should be understood however, that a foot of snow is not equal to a foot of precipitation. A general formula for

Line (5) computing the precipitation of snowfall is that ten inches of snow is equal to one inch of pre- cipitation. In New York State, for example, twenty inches of snow in one year would be recorded as only two inches of precipitation. Forty inches of rain would be recorded as forty inches of precipitation. The total annual precipitation would be recorded as forty-two inches. The amount of precipitation is a combined result of several factors, including location,

Line (10) altitude, proximity to the sea, and the direction of prevailing winds. Most of the precipitation in the United States is brought originally by prevailing winds from the Pacific Ocean, the Gulf of Mexico, the Atlantic Ocean, and the Great Lakes. Because these prevailing winds generally come from the West, the Pacific Coast receives more annual precipitation than the Atlantic Coast. Along the Pacific Coast itself, however, altitude causes some diversity in rain-

Line (15) fall. The mountain ranges of the United States, especially the Rocky Mountain Range and the Appalachian Mountain Range, influence the amount of precipitation in their areas. East of the Rocky Mountains, the annual precipitation decreases substantially from that west of the Rocky Mountains. The precipitation north of the Appalachian Mountains is about 40 percent

less than that south of the Appalachian Mountains.

The term precipitation includes

a. only rainfall
[Jawaban Salah]

b. rain, hail, and snow
[Jawaban Benar]

c. rain, snow, and humidity
[Jawaban Salah]

d. rain, hail, and humidity
[Jawaban Salah]

4. Questions 1- 10

Precipitation, commonly referred to as rainfall, is a measure of the quantity of water in the form of either rain, hail, or snow which reaches the ground. The average annual precipi- tation over the whole of the United States is thirty-six inches. It should be understood however, that a foot of snow is not equal to a foot of precipitation. A general formula for

Line (5) computing the precipitation of snowfall is that ten inches of snow is equal to one inch of pre- cipitation. In New York State, for example, twenty inches of snow in one year would be recorded as only two inches of precipitation. Forty inches of rain would be recorded as forty inches of precipitation. The total annual precipitation would be recorded as forty-two inches. The amount of precipitation is a combined result of several factors, including location,

Line (10) altitude, proximity to the sea, and the direction of prevailing winds. Most of the precipitation in the United States is brought originally by prevailing winds from the Pacific Ocean, the Gulf of Mexico, the Atlantic Ocean, and the Great Lakes. Because these prevailing winds generally come from the West, the Pacific Coast receives more annual precipitation than the Atlantic Coast. Along the Pacific Coast itself, however, altitude causes some diversity in rain-

Line (15) fall. The mountain ranges of the United States, especially the Rocky Mountain Range and the Appalachian Mountain Range, influence the amount of precipitation in their areas. East of the Rocky Mountains, the annual precipitation decreases substantially from that west of the Rocky Mountains. The precipitation north of the Appalachian Mountains is about 40 percent

less than that south of the Appalachian Mountains.

What is the average annual rainfall in inches in the United States?

a. Thirty-six inches
[Jawaban Benar]

b. Thirty-eight inches
[Jawaban Salah]

c. Forty inches
[Jawaban Salah]

d. Forty-two inches
[Jawaban Salah]

5. Questions 1- 10

Precipitation, commonly referred to as rainfall, is a measure of the quantity of water in the form of either rain, hail, or snow which reaches the ground. The average annual precipi- tation over the whole of the United States is thirty-six inches. It should be understood however, that a foot of snow is not equal to a foot of precipitation. A general formula for

Line (5) computing the precipitation of snowfall is that ten inches of snow is equal to one inch of pre- cipitation. In New York State, for example, twenty inches of snow in one year would be recorded as only two inches of precipitation. Forty inches of rain would be recorded as forty inches of precipitation. The total annual precipitation would be recorded as forty-two inches. The amount of precipitation is a combined result of several factors, including location,

Line (10) altitude, proximity to the sea, and the direction of prevailing winds. Most of the precipitation in the United States is brought originally by prevailing winds from the Pacific Ocean, the Gulf of Mexico, the Atlantic Ocean, and the Great Lakes. Because these prevailing winds generally come from the West, the Pacific Coast receives more annual precipitation than the Atlantic Coast. Along the Pacific Coast itself, however, altitude causes some diversity in rain-

Line (15) fall. The mountain ranges of the United States, especially the Rocky Mountain Range and the Appalachian Mountain Range, influence the amount of precipitation in their areas. East of the Rocky Mountains, the annual precipitation decreases substantially from that west of the Rocky Mountains. The precipitation north of the Appalachian Mountains is about 40 percent

less than that south of the Appalachian Mountains.

If a state has 40 inches of snow in a year, by how much does this increase the annual precipitation?

a. By two feet
[Jawaban Salah]

b. By four inches
[Jawaban Benar]

c. By four feet
[Jawaban Salah]

d. By 40 inches
[Jawaban Salah]

6. Questions 1- 10

Precipitation, commonly referred to as rainfall, is a measure of the quantity of water in the form of either rain, hail, or snow which reaches the ground. The average annual precipi- tation over the whole of the United States is thirty-six inches. It should be understood however, that a foot of snow is not equal to a foot of precipitation. A general formula for

Line (5) computing the precipitation of snowfall is that ten inches of snow is equal to one inch of pre- cipitation. In New York State, for example, twenty inches of snow in one year would be recorded as only two inches of precipitation. Forty inches of rain would be recorded as forty inches of precipitation. The total annual precipitation would be recorded as forty-two inches. The amount of precipitation is a combined result of several factors, including location,

Line (10) altitude, proximity to the sea, and the direction of prevailing winds. Most of the precipitation in the United States is brought originally by prevailing winds from the Pacific Ocean, the Gulf of Mexico, the Atlantic Ocean, and the Great Lakes. Because these prevailing winds generally come from the West, the Pacific Coast receives more annual precipitation than the Atlantic Coast. Along the Pacific Coast itself, however, altitude causes some diversity in rain-

Line (15) fall. The mountain ranges of the United States, especially the Rocky Mountain Range and the Appalachian Mountain Range, influence the amount of precipitation in their areas. East of the Rocky Mountains, the annual precipitation decreases substantially from that west of the Rocky Mountains. The precipitation north of the Appalachian Mountains is about 40 percent

less than that south of the Appalachian Mountains.

The phrase "proximity to" in line 10 is closest in meaning to

a. communication with
[Jawaban Salah]

b. dependence on
[Jawaban Salah]

c. nearness to
[Jawaban Benar]

d. similarity to
[Jawaban Salah]

7. Questions 1- 10

Precipitation, commonly referred to as rainfall, is a measure of the quantity of water in the form of either rain, hail, or snow which reaches the ground. The average annual precipi- tation over the whole of the United States is thirty-six inches. It should be understood however, that a foot of snow is not equal to a foot of precipitation. A general formula for

Line (5) computing the precipitation of snowfall is that ten inches of snow is equal to one inch of pre- cipitation. In New York State, for example, twenty inches of snow in one year would be recorded as only two inches of precipitation. Forty inches of rain would be recorded as forty inches of precipitation. The total annual precipitation would be recorded as forty-two inches. The amount of precipitation is a combined result of several factors, including location,

Line (10) altitude, proximity to the sea, and the direction of prevailing winds. Most of the precipitation in the United States is brought originally by prevailing winds from the Pacific Ocean, the Gulf of Mexico, the Atlantic Ocean, and the Great Lakes. Because these prevailing winds generally come from the West, the Pacific Coast receives more annual precipitation than the Atlantic Coast. Along the Pacific Coast itself, however, altitude causes some diversity in rain-

Line (15) fall. The mountain ranges of the United States, especially the Rocky Mountain Range and the Appalachian Mountain Range, influence the amount of precipitation in their areas. East of the Rocky Mountains, the annual precipitation decreases substantially from that west of the Rocky Mountains. The precipitation north of the Appalachian Mountains is about 40 percent

less than that south of the Appalachian Mountains.

Where is the annual precipitation highest?

a. The Atlantic Coast
[Jawaban Salah]

b. The Great Lakes
[Jawaban Salah]

c. The Gulf of Mexico
[Jawaban Salah]

d. The Pacific Coast
[Jawaban Benar]

8. Questions 1- 10

Precipitation, commonly referred to as rainfall, is a measure of the quantity of water in the form of either rain, hail, or snow which reaches the ground. The average annual precipi- tation over the whole of the United States is thirty-six inches. It should be understood however, that a foot of snow is not equal to a foot of precipitation. A general formula for

Line (5) computing the precipitation of snowfall is that ten inches of snow is equal to one inch of pre- cipitation. In New York State, for example, twenty inches of snow in one year would be recorded as only two inches of precipitation. Forty inches of rain would be recorded as forty inches of precipitation. The total annual precipitation would be recorded as forty-two inches. The amount of precipitation is a combined result of several factors, including location,

Line (10) altitude, proximity to the sea, and the direction of prevailing winds. Most of the precipitation in the United States is brought originally by prevailing winds from the Pacific Ocean, the Gulf of Mexico, the Atlantic Ocean, and the Great Lakes. Because these prevailing winds generally come from the West, the Pacific Coast receives more annual precipitation than the Atlantic Coast. Along the Pacific Coast itself, however, altitude causes some diversity in rain-

Line (15) fall. The mountain ranges of the United States, especially the Rocky Mountain Range and the Appalachian Mountain Range, influence the amount of precipitation in their areas. East of the Rocky Mountains, the annual precipitation decreases substantially from that west of the Rocky Mountains. The precipitation north of the Appalachian Mountains is about 40 percent

less than that south of the Appalachian Mountains.

Which of the following was NOT mentioned as a factor in determining the amount of precipitation that an area will receive?

a. Mountains
[Jawaban Salah]

b. Latitude
[Jawaban Benar]

c. The sea
[Jawaban Salah]

d. Wind
[Jawaban Salah]

9. Questions 1- 10

Precipitation, commonly referred to as rainfall, is a measure of the quantity of water in the form of either rain, hail, or snow which reaches the ground. The average annual precipi- tation over the whole of the United States is thirty-six inches. It should be understood however, that a foot of snow is not equal to a foot of precipitation. A general formula for

Line (5) computing the precipitation of snowfall is that ten inches of snow is equal to one inch of pre- cipitation. In New York State, for example, twenty inches of snow in one year would be recorded as only two inches of precipitation. Forty inches of rain would be recorded as forty inches of precipitation. The total annual precipitation would be recorded as forty-two inches. The amount of precipitation is a combined result of several factors, including location,

Line (10) altitude, proximity to the sea, and the direction of prevailing winds. Most of the precipitation in the United States is brought originally by prevailing winds from the Pacific Ocean, the Gulf of Mexico, the Atlantic Ocean, and the Great Lakes. Because these prevailing winds generally come from the West, the Pacific Coast receives more annual precipitation than the Atlantic Coast. Along the Pacific Coast itself, however, altitude causes some diversity in rain-

Line (15) fall. The mountain ranges of the United States, especially the Rocky Mountain Range and the Appalachian Mountain Range, influence the amount of precipitation in their areas. East of the Rocky Mountains, the annual precipitation decreases substantially from that west of the Rocky Mountains. The precipitation north of the Appalachian Mountains is about 40 percent

less than that south of the Appalachian Mountains.

The word "substantially" in line 17 could best be replaced by

a. fundamentally
[Jawaban Benar]

b. slightly
[Jawaban Salah]

c. completely
[Jawaban Salah]

d. apparently
[Jawaban Salah]

10. Questions 1- 10

Precipitation, commonly referred to as rainfall, is a measure of the quantity of water in the form of either rain, hail, or snow which reaches the ground. The average annual precipi- tation over the whole of the United States is thirty-six inches. It should be understood however, that a foot of snow is not equal to a foot of precipitation. A general formula for

Line (5) computing the precipitation of snowfall is that ten inches of snow is equal to one inch of pre- cipitation. In New York State, for example, twenty inches of snow in one year would be recorded as only two inches of precipitation. Forty inches of rain would be recorded as forty inches of precipitation. The total annual precipitation would be recorded as forty-two inches. The amount of precipitation is a combined result of several factors, including location,

Line (10) altitude, proximity to the sea, and the direction of prevailing winds. Most of the precipitation in the United States is brought originally by prevailing winds from the Pacific Ocean, the Gulf of Mexico, the Atlantic Ocean, and the Great Lakes. Because these prevailing winds generally come from the West, the Pacific Coast receives more annual precipitation than the Atlantic Coast. Along the Pacific Coast itself, however, altitude causes some diversity in rain-

Line (15) fall. The mountain ranges of the United States, especially the Rocky Mountain Range and the Appalachian Mountain Range, influence the amount of precipitation in their areas. East of the Rocky Mountains, the annual precipitation decreases substantially from that west of the Rocky Mountains. The precipitation north of the Appalachian Mountains is about 40 percent

less than that south of the Appalachian Mountains.

The word "that" in line 19 refers to

a. decreases
[Jawaban Salah]

b. precipitation
[Jawaban Benar]

c. areas
[Jawaban Salah]

d. mountain ranges
[Jawaban Salah]

11. Questions 11-20

Course numbers are an indication of which courses are open to various categories of stu- dents at the University. Undergraduate courses with the numbers 100 or 200 are generally intro- ductory courses appropriate for freshmen or sophomores, whereas courses with the numbers 300 or 400 often have prerequisites and are open to juniors and seniors only. Courses with the

Line (5) numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry

Line (10) number of hours needed to complete graduation requirements.

A full-time undergraduate student is expected to take courses that total twelve to eight-

een credit hours. A full-time graduate student is expected to take courses that total ten to

sixteen credit hours. Students holding assistantships are expected to enroll for proportionately

Line (15) fewer hours. A part-time graduate student may register for a minimum of three credit hours.

Where would this passage most likely be

found?

a. In a syllabus
[Jawaban Salah]

b. In a college catalog
[Jawaban Benar]

c. In an undergraduate course
[Jawaban Salah]

d. In a graduate course
[Jawaban Salah]

12. Questions 11-20

Course numbers are an indication of which courses are open to various categories of stu- dents at the University. Undergraduate courses with the numbers 100 or 200 are generally intro- ductory courses appropriate for freshmen or sophomores, whereas courses with the numbers 300 or 400 often have prerequisites and are open to juniors and seniors only. Courses with the

Line (5) numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry

Line (10) number of hours needed to complete graduation requirements.

A full-time undergraduate student is expected to take courses that total twelve to eight-

een credit hours. A full-time graduate student is expected to take courses that total ten to

sixteen credit hours. Students holding assistantships are expected to enroll for proportionately

Line (15) fewer hours. A part-time graduate student may register for a minimum of three credit hours.

What is the purpose of the passage?

a. To inform
[Jawaban Benar]

b. To persuade
[Jawaban Salah]

c. To criticize
[Jawaban Salah]

d. To apologize
[Jawaban Salah]

13. Questions 11-20

Course numbers are an indication of which courses are open to various categories of stu- dents at the University. Undergraduate courses with the numbers 100 or 200 are generally intro- ductory courses appropriate for freshmen or sophomores, whereas courses with the numbers 300 or 400 often have prerequisites and are open to juniors and seniors only. Courses with the

Line (5) numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry

Line (10) number of hours needed to complete graduation requirements.

A full-time undergraduate student is expected to take courses that total twelve to eight-

een credit hours. A full-time graduate student is expected to take courses that total ten to

sixteen credit hours. Students holding assistantships are expected to enroll for proportionately

Line (15) fewer hours. A part-time graduate student may register for a minimum of three credit hours.

The word "prerequisites" in line 4 is closest in meaning to

a. courses required before enrolling
[Jawaban Benar]

b. courses needed for graduation
[Jawaban Salah]

c. courses that include additional charges
[Jawaban Salah]

d. courses that do not carry academic

credit
[Jawaban Salah]

14. Questions 11-20

Course numbers are an indication of which courses are open to various categories of stu- dents at the University. Undergraduate courses with the numbers 100 or 200 are generally intro- ductory courses appropriate for freshmen or sophomores, whereas courses with the numbers 300 or 400 often have prerequisites and are open to juniors and seniors only. Courses with the

Line (5) numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry

Line (10) number of hours needed to complete graduation requirements.

A full-time undergraduate student is expected to take courses that total twelve to eight-

een credit hours. A full-time graduate student is expected to take courses that total ten to

sixteen credit hours. Students holding assistantships are expected to enroll for proportionately

Line (15) fewer hours. A part-time graduate student may register for a minimum of three credit hours.

The word "those" in line 6 refers to

a. graduate students
[Jawaban Salah]

b. graduate courses
[Jawaban Benar]

c. introductory courses
[Jawaban Salah]

d. course numbers
[Jawaban Salah]

15. Questions 11-20

Course numbers are an indication of which courses are open to various categories of stu- dents at the University. Undergraduate courses with the numbers 100 or 200 are generally intro- ductory courses appropriate for freshmen or sophomores, whereas courses with the numbers 300 or 400 often have prerequisites and are open to juniors and seniors only. Courses with the Line (5) numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry Line (10) number of hours needed to complete graduation requirements.

A full-time undergraduate student is expected to take courses that total twelve to eight-

een credit hours. A full-time graduate student is expected to take courses that total ten to

sixteen credit hours. Students holding assistantships are expected to enroll for proportionately Line (15) fewer hours. A part-time graduate student may register for a minimum of three credit hours.

Which classification of students would be eligible to enroll in Mechanical Engineering 850?

a. A graduate student
[Jawaban Benar]

b. A part-time student
[Jawaban Salah]

c. A full-time student
[Jawaban Salah]

d. An undergraduate student
[Jawaban Salah]

16. Questions 11-20

Course numbers are an indication of which courses are open to various categories of stu- dents at the University. Undergraduate courses with the numbers 100 or 200 are generally intro- ductory courses appropriate for freshmen or sophomores, whereas courses with the numbers 300 or 400 often have prerequisites and are open to juniors and seniors only. Courses with the

Line (5) numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry

Line (10) number of hours needed to complete graduation requirements.

A full-time undergraduate student is expected to take courses that total twelve to eight-

een credit hours. A full-time graduate student is expected to take courses that total ten to

sixteen credit hours. Students holding assistantships are expected to enroll for proportionately

Line (15) fewer hours. A part-time graduate student may register for a minimum of three credit hours.

If an undergraduate student uses the number 520 to register for an accounting course, what number would a graduate student probably use to register for the same course?

a. Accounting 520
[Jawaban Salah]

b. Accounting 620
[Jawaban Salah]

c. Accounting 720
[Jawaban Benar]

d. Accounting 820
[Jawaban Salah]

17. Questions 11-20

Course numbers are an indication of which courses are open to various categories of stu- dents at the University. Undergraduate courses with the numbers 100 or 200 are generally intro- ductory courses appropriate for freshmen or sophomores, whereas courses with the numbers 300 or 400 often have prerequisites and are open to juniors and seniors only. Courses with the

Line (5) numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry

Line (10) number of hours needed to complete graduation requirements.

A full-time undergraduate student is expected to take courses that total twelve to eight-

een credit hours. A full-time graduate student is expected to take courses that total ten to

sixteen credit hours. Students holding assistantships are expected to enroll for proportionately

Line (15) fewer hours. A part-time graduate student may register for a minimum of three credit hours.

How is a student who registers for eight credit hours classified?

a. Full-time student
[Jawaban Salah]

b. Graduate student
[Jawaban Salah]

c. Part-time student
[Jawaban Benar]

d. Non-degree student
[Jawaban Salah]

18. Questions 11-20

Course numbers are an indication of which courses are open to various categories of stu- dents at the University. Undergraduate courses with the numbers 100 or 200 are generally intro- ductory courses appropriate for freshmen or sophomores, whereas courses with the numbers 300 or 400 often have prerequisites and are open to juniors and seniors only. Courses with the

Line (5) numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry

Line (10) number of hours needed to complete graduation requirements.

A full-time undergraduate student is expected to take courses that total twelve to eight-

een credit hours. A full-time graduate student is expected to take courses that total ten to

sixteen credit hours. Students holding assistantships are expected to enroll for proportionately

Line (15) fewer hours. A part-time graduate student may register for a minimum of three credit hours.

Which of the following courses would not be included in the list of courses for graduation?

a. English 90
[Jawaban Benar]

b. English 100
[Jawaban Salah]

c. English 300
[Jawaban Salah]

d. English 400
[Jawaban Salah]

19. Questions 11-20

Course numbers are an indication of which courses are open to various categories of stu- dents at the University. Undergraduate courses with the numbers 100 or 200 are generally intro- ductory courses appropriate for freshmen or sophomores, whereas courses with the numbers 300 or 400 often have prerequisites and are open to juniors and seniors only. Courses with the

Line (5) numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry

Line (10) number of hours needed to complete graduation requirements.

A full-time undergraduate student is expected to take courses that total twelve to eight-

een credit hours. A full-time graduate student is expected to take courses that total ten to

sixteen credit hours. Students holding assistantships are expected to enroll for proportionately

Line (15) fewer hours. A part-time graduate student may register for a minimum of three credit hours.

A graduate student may NOT

a. enroll in a course numbered 610
[Jawaban Salah]

b. register for only one one-hour course
[Jawaban Benar]

c. register for courses if he has an

assistantship
[Jawaban Salah]

d. enroll in an introductory course
[Jawaban Salah]

20. Questions 11-20

Course numbers are an indication of which courses are open to various categories of stu- dents at the University. Undergraduate courses with the numbers 100 or 200 are generally intro- ductory courses appropriate for freshmen or sophomores, whereas courses with the numbers 300 or 400 often have prerequisites and are open to juniors and seniors only. Courses with the

Line (5) numbers 800 or above are open only to graduate students. Certain graduate courses, generally those devoted to introductory material, are numbered 400 for undergraduate students who qualify to take them and 600 for graduate students. Courses designed for students seeking a professional degree carry a 500 number for undergraduate students and a 700 number for graduate students. Courses numbered 99 or below are special interest courses that do not carry

Line (10) number of hours needed to complete graduation requirements.

A full-time undergraduate student is expected to take courses that total twelve to eight-

een credit hours. A full-time graduate student is expected to take courses that total ten to

sixteen credit hours. Students holding assistantships are expected to enroll for proportionately

Line (15) fewer hours. A part-time graduate student may register for a minimum of three credit hours.

The phrase "under any circumstances" in lines 18 is closest in meaning to

a. without cause
[Jawaban Salah]

b. without permission
[Jawaban Salah]

c. without exception
[Jawaban Benar]

d. without a good reason
[Jawaban Salah]

21. Questions 21-30

During the nineteenth century, women in the United States organized and participated in a large number of reform movements, including movements to reorganize the prison system, improve education, ban the sale of alcohol, and, most importantly, to free the slaves. Some

women saw similarities in the social status of women and slaves. Women like Elizabeth Cady

Line (5) Stanton and Lucy Stone were feminists and abolitionists who supported the rights of both women and blacks. A number of male abolitionists, including William Lloyd Garrison and Wendell Philips, also supported the rights of women to speak and participate equally with men in antislavery activities. Probably more than any other movement, abolitionism offered women a previously denied entry into politics. They became involved primarily in order to

Line (1O) better their living conditions and the conditions of others. When the Civil War ended in 1865, the Fourteenth and Fifteenth Amendments to the Constitution adopted in 1868 and 1870 granted citizenship and suffrage to blacks but not to women. Discouraged but resolved, feminists influenced more and more women to demand the right to vote. In 1869, the Wyoming Territory had yielded to demands by feminists, but

Line (15) eastern states resisted more stubbornly than before. A women's suffrage bill had been pre- sented to every Congress since 1878 but it continually failed to pass until 1920, when the Nineteenth Amendment granted women the right to vote.

With what topic is the passage primarily concerned?

a. The Wyoming Territory
[Jawaban Salah]

b. The Fourteenth and Fifteenth Amendments
[Jawaban Salah]

c. Abolitionists
[Jawaban Salah]

d. Women's suffrage
[Jawaban Benar]

22. Questions 21-30

During the nineteenth century, women in the United States organized and participated in a large number of reform movements, including movements to reorganize the prison system, improve education, ban the sale of alcohol, and, most importantly, to free the slaves. Some

women saw similarities in the social status of women and slaves. Women like Elizabeth Cady

Line (5) Stanton and Lucy Stone were feminists and abolitionists who supported the rights of both women and blacks. A number of male abolitionists, including William Lloyd Garrison and Wendell Philips, also supported the rights of women to speak and participate equally with men in antislavery activities. Probably more than any other movement, abolitionism offered women a previously denied entry into politics. They became involved primarily in order to

Line (1O) better their living conditions and the conditions of others. When the Civil War ended in 1865, the Fourteenth and Fifteenth Amendments to the Constitution adopted in 1868 and 1870 granted citizenship and suffrage to blacks but not to women. Discouraged but resolved, feminists influenced more and more women to demand the right to vote. In 1869, the Wyoming Territory had yielded to demands by feminists, but

Line (15) eastern states resisted more stubbornly than before. A women's suffrage bill had been pre- sented to every Congress since 1878 but it continually failed to pass until 1920, when the Nineteenth Amendment granted women the right to vote.

The word "ban" in line 3 most nearly means to

a. encourage
[Jawaban Salah]

b. publish
[Jawaban Salah]

c. prohibit
[Jawaban Benar]

d. limit
[Jawaban Salah]

23. Questions 21-30

During the nineteenth century, women in the United States organized and participated in a large number of reform movements, including movements to reorganize the prison system, improve education, ban the sale of alcohol, and, most importantly, to free the slaves. Some

women saw similarities in the social status of women and slaves. Women like Elizabeth Cady

Line (5) Stanton and Lucy Stone were feminists and abolitionists who supported the rights of both women and blacks. A number of male abolitionists, including William Lloyd Garrison and Wendell Philips, also supported the rights of women to speak and participate equally with men in antislavery activities. Probably more than any other movement, abolitionism offered women a previously denied entry into politics. They became involved primarily in order to

Line (1O) better their living conditions and the conditions of others. When the Civil War ended in 1865, the Fourteenth and Fifteenth Amendments to the Constitution adopted in 1868 and 1870 granted citizenship and suffrage to blacks but not to women. Discouraged but resolved, feminists influenced more and more women to demand the right to vote. In 1869, the Wyoming Territory had yielded to demands by feminists, but

Line (15) eastern states resisted more stubbornly than before. A women's suffrage bill had been pre- sented to every Congress since 1878 but it continually failed to pass until 1920, when the Nineteenth Amendment granted women the right to vote.

The word "supported" in line 5 could best be replaced by

a. disregarded
[Jawaban Salah]

b. acknowledged
[Jawaban Salah]

c. contested
[Jawaban Salah]

d. promoted
[Jawaban Benar]

24. Questions 21-30

During the nineteenth century, women in the United States organized and participated in a large number of reform movements, including movements to reorganize the prison system, improve education, ban the sale of alcohol, and, most importantly, to free the slaves. Some

women saw similarities in the social status of women and slaves. Women like Elizabeth Cady

Line (5) Stanton and Lucy Stone were feminists and abolitionists who supported the rights of both women and blacks. A number of male abolitionists, including William Lloyd Garrison and Wendell Philips, also supported the rights of women to speak and participate equally with men in antislavery activities. Probably more than any other movement, abolitionism offered women a previously denied entry into politics. They became involved primarily in order to

Line (1O) better their living conditions and the conditions of others. When the Civil War ended in 1865, the Fourteenth and Fifteenth Amendments to the Constitution adopted in 1868 and 1870 granted citizenship and suffrage to blacks but not to women. Discouraged but resolved, feminists influenced more and more women to demand the right to vote. In 1869, the Wyoming Territory had yielded to demands by feminists, but

Line (15) eastern states resisted more stubbornly than before. A women's suffrage bill had been pre- sented to every Congress since 1878 but it continually failed to pass until 1920, when the Nineteenth Amendment granted women the right to vote.

According to the passage, why did women become active in politics?

a. To improve the conditions of life that existed at the time
[Jawaban Benar]

b. To support Elizabeth Cady Stanton for president
[Jawaban Salah]

c. To be elected to public office
[Jawaban Salah]

d. To amend the Declaration of

Independence
[Jawaban Salah]

25. QQuestions 21-30

During the nineteenth century, women in the United States organized and participated in a large number of reform movements, including movements to reorganize the prison system, improve education, ban the sale of alcohol, and, most importantly, to free the slaves. Some

women saw similarities in the social status of women and slaves. Women like Elizabeth Cady

Line (5) Stanton and Lucy Stone were feminists and abolitionists who supported the rights of both women and blacks. A number of male abolitionists, including William Lloyd Garrison and Wendell Philips, also supported the rights of women to speak and participate equally with men in antislavery activities. Probably more than any other movement, abolitionism offered women a previously denied entry into politics. They became involved primarily in order to

Line (1O) better their living conditions and the conditions of others. When the Civil War ended in 1865, the Fourteenth and Fifteenth Amendments to the Constitution adopted in 1868 and 1870 granted citizenship and suffrage to blacks but not to women. Discouraged but resolved, feminists influenced more and more women to demand the right to vote. In 1869, the Wyoming Territory had yielded to demands by feminists, but

Line (15) eastern states resisted more stubbornly than before. A women's suffrage bill had been pre- sented to every Congress since 1878 but it continually failed to pass until 1920, when the Nineteenth Amendment granted women the right to vote.

The word "primarily" in line 9 is closest in

meaning to

a. above all
[Jawaban Benar]

b. somewhat
[Jawaban Salah]

c. finally
[Jawaban Salah]

d. always
[Jawaban Salah]

26. Questions 21-30

During the nineteenth century, women in the United States organized and participated in a large number of reform movements, including movements to reorganize the prison system, improve education, ban the sale of alcohol, and, most importantly, to free the slaves. Some

women saw similarities in the social status of women and slaves. Women like Elizabeth Cady

Line (5) Stanton and Lucy Stone were feminists and abolitionists who supported the rights of both women and blacks. A number of male abolitionists, including William Lloyd Garrison and Wendell Philips, also supported the rights of women to speak and participate equally with men in antislavery activities. Probably more than any other movement, abolitionism offered women a previously denied entry into politics. They became involved primarily in order to

Line (1O) better their living conditions and the conditions of others. When the Civil War ended in 1865, the Fourteenth and Fifteenth Amendments to the Constitution adopted in 1868 and 1870 granted citizenship and suffrage to blacks but not to women. Discouraged but resolved, feminists influenced more and more women to demand the right to vote. In 1869, the Wyoming Territory had yielded to demands by feminists, but

Line (15) eastern states resisted more stubbornly than before. A women's suffrage bill had been pre- sented to every Congress since 1878 but it continually failed to pass until 1920, when the Nineteenth Amendment granted women the right to vote.

What had occurred shortly after the Civil War?

a. The Wyoming Territory was admitted to the Union.
[Jawaban Salah]

b. A women's suffrage bill was introduced in Congress.
[Jawaban Salah]

c. The eastern states resisted the end of the war.
[Jawaban Salah]

d. Black people were granted the right to vote.
[Jawaban Benar]

27. Questions 21-30

During the nineteenth century, women in the United States organized and participated in a large number of reform movements, including movements to reorganize the prison system, improve education, ban the sale of alcohol, and, most importantly, to free the slaves. Some

women saw similarities in the social status of women and slaves. Women like Elizabeth Cady

Line (5) Stanton and Lucy Stone were feminists and abolitionists who supported the rights of both women and blacks. A number of male abolitionists, including William Lloyd Garrison and Wendell Philips, also supported the rights of women to speak and participate equally with men in antislavery activities. Probably more than any other movement, abolitionism offered women a previously denied entry into politics. They became involved primarily in order to

Line (1O) better their living conditions and the conditions of others. When the Civil War ended in 1865, the Fourteenth and Fifteenth Amendments to the Constitution adopted in 1868 and 1870 granted citizenship and suffrage to blacks but not to women. Discouraged but resolved, feminists influenced more and more women to demand the right to vote. In 1869, the Wyoming Territory had yielded to demands by feminists, but

Line (15) eastern states resisted more stubbornly than before. A women's suffrage bill had been pre- sented to every Congress since 1878 but it continually failed to pass until 1920, when the Nineteenth Amendment granted women the right to vote.

The word "suffrage" in line 12 could best be replaced by which of the following?

a. pain
[Jawaban Salah]

b. citizenship
[Jawaban Salah]

c. freedom from bondage
[Jawaban Salah]

d. the right to vote
[Jawaban Benar]

28. What does the Nineteenth Amendment guarantee?

a. Voting rights for blacks
[Jawaban Salah]

b. Citizenship for blacks
[Jawaban Salah]

c. Voting rights for women
[Jawaban Benar]

d. Citizenship for women
[Jawaban Salah]

29. Questions 21-30

During the nineteenth century, women in the United States organized and participated in a large number of reform movements, including movements to reorganize the prison system, improve education, ban the sale of alcohol, and, most importantly, to free the slaves. Some

women saw similarities in the social status of women and slaves. Women like Elizabeth Cady

Line (5) Stanton and Lucy Stone were feminists and abolitionists who supported the rights of both women and blacks. A number of male abolitionists, including William Lloyd Garrison and Wendell Philips, also supported the rights of women to speak and participate equally with men in antislavery activities. Probably more than any other movement, abolitionism offered women a previously denied entry into politics. They became involved primarily in order to

Line (1O) better their living conditions and the conditions of others. When the Civil War ended in 1865, the Fourteenth and Fifteenth Amendments to the Constitution adopted in 1868 and 1870 granted citizenship and suffrage to blacks but not to women. Discouraged but resolved, feminists influenced more and more women to demand the right to vote. In 1869, the Wyoming Territory had yielded to demands by feminists, but

Line (15) eastern states resisted more stubbornly than before. A women's suffrage bill had been pre- sented to every Congress since 1878 but it continually failed to pass until 1920, when the Nineteenth Amendment granted women the right to vote.

The word "it" in line 16 refers to

a. bill
[Jawaban Benar]

b. Congress
[Jawaban Salah]

c. Nineteenth Amendment
[Jawaban Salah]

d. vote
[Jawaban Salah]

30. QQuestions 21-30

During the nineteenth century, women in the United States organized and participated in a large number of reform movements, including movements to reorganize the prison system, improve education, ban the sale of alcohol, and, most importantly, to free the slaves. Some

women saw similarities in the social status of women and slaves. Women like Elizabeth Cady

Line (5) Stanton and Lucy Stone were feminists and abolitionists who supported the rights of both women and blacks. A number of male abolitionists, including William Lloyd Garrison and Wendell Philips, also supported the rights of women to speak and participate equally with men in antislavery activities. Probably more than any other movement, abolitionism offered women a previously denied entry into politics. They became involved primarily in order to

Line (1O) better their living conditions and the conditions of others. When the Civil War ended in 1865, the Fourteenth and Fifteenth Amendments to the Constitution adopted in 1868 and 1870 granted citizenship and suffrage to blacks but not to women. Discouraged but resolved, feminists influenced more and more women to demand the right to vote. In 1869, the Wyoming Territory had yielded to demands by feminists, but

Line (15) eastern states resisted more stubbornly than before. A women's suffrage bill had been pre- sented to every Congress since 1878 but it continually failed to pass until 1920, when the Nineteenth Amendment granted women the right to vote.

When were women allowed to vote throughout the United States?

a. After 1866
[Jawaban Salah]

b. After 1870
[Jawaban Salah]

c. After 1878
[Jawaban Salah]

d. After 1920
[Jawaban Benar]

31. Question 31-40

Fertilizer is any substance that can be added to the soil to provide chemical elements essential for plant nutrition. Natural substances such as animal droppings and straw have been used as fertilizers for thousands of years, and lime has been used since the Romans intro- duced it during the Empire. It was not until the nineteenth century, in fact, that chemical fer-

Line (5) tilizers became popular. Today, both natural and synthetic fertilizers are available in a variety of forms.

A complete fertilizer is usually marked with a formula consisting of three numbers, such as 4-8-2 or 3-6-4, which designate the percentage content of nitrogen, phosphoric acid, and potash in the order stated.

Line (10) Synthetic fertilizers are available in either solid or liquid form. Solids, in the shape of chemical granules are popular because they are easy to store and apply. Recently, liquids have shown an increase in popularity, accounting for about 20 percent of the nitrogen fertilizer used throughout the world. Formerly, powders were also used, but these were found to be less convenient than either solids or liquids.

Line (15) Fertilizers have no harmful effects on the soil, the crop, or the consumer as long as they are used according to recommendations based on the results of local research. Occasionally, however, farmers may use more fertilizer than necessary, damaging not only the crop but also the animals or humans that eat it. Accumulations of fertilizer in the water supply accelerate the growth of algae and, consequently, may disturb the natural cycle of life, contributing to the

Line (20) death of fish. Too much fertilizer on grass can cause digestive disorders in cattle and in infants who drink cow's milk.

With which of the following topics is the passage primarily concerned?

a. Local research and harmful effects of fertilizer
[Jawaban Salah]

b. Advantages and disadvantages of liquid fertilizer
[Jawaban Salah]

c. A formula for the production of fertilizer
[Jawaban Salah]

d. Content, form, and effects of fertilizer
[Jawaban Benar]

32. Question 31-40

Fertilizer is any substance that can be added to the soil to provide chemical elements essential for plant nutrition. Natural substances such as animal droppings and straw have been used as fertilizers for thousands of years, and lime has been used since the Romans intro- duced it during the Empire. It was not until the nineteenth century, in fact, that chemical fer-

Line (5) tilizers became popular. Today, both natural and synthetic fertilizers are available in a variety of forms.

A complete fertilizer is usually marked with a formula consisting of three numbers, such as 4-8-2 or 3-6-4, which designate the percentage content of nitrogen, phosphoric acid, and potash in the order stated.

Line (10) Synthetic fertilizers are available in either solid or liquid form. Solids, in the shape of chemical granules are popular because they are easy to store and apply. Recently, liquids have shown an increase in popularity, accounting for about 20 percent of the nitrogen fertilizer used throughout the world. Formerly, powders were also used, but these were found to be less convenient than either solids or liquids.

Line (15) Fertilizers have no harmful effects on the soil, the crop, or the consumer as long as they are used according to recommendations based on the results of local research. Occasionally, however, farmers may use more fertilizer than necessary, damaging not only the crop but also the animals or humans that eat it. Accumulations of fertilizer in the water supply accelerate the growth of algae and, consequently, may disturb the natural cycle of life, contributing to the

Line (20) death of fish. Too much fertilizer on grass can cause digestive disorders in cattle and in infants who drink cow's milk.

The word "essential" in line 2 could best be

replaced by which of the following?

a. limited
[Jawaban Salah]

b. preferred
[Jawaban Salah]

c. anticipated
[Jawaban Salah]

d. required
[Jawaban Benar]

33. Question 31-40

Fertilizer is any substance that can be added to the soil to provide chemical elements essential for plant nutrition. Natural substances such as animal droppings and straw have been used as fertilizers for thousands of years, and lime has been used since the Romans intro- duced it during the Empire. It was not until the nineteenth century, in fact, that chemical fer-

Line (5) tilizers became popular. Today, both natural and synthetic fertilizers are available in a variety of forms.

A complete fertilizer is usually marked with a formula consisting of three numbers, such as 4-8-2 or 3-6-4, which designate the percentage content of nitrogen, phosphoric acid, and potash in the order stated.

Line (10) Synthetic fertilizers are available in either solid or liquid form. Solids, in the shape of chemical granules are popular because they are easy to store and apply. Recently, liquids have shown an increase in popularity, accounting for about 20 percent of the nitrogen fertilizer used throughout the world. Formerly, powders were also used, but these were found to be less convenient than either solids or liquids.

Line (15) Fertilizers have no harmful effects on the soil, the crop, or the consumer as long as they are used according to recommendations based on the results of local research. Occasionally, however, farmers may use more fertilizer than necessary, damaging not only the crop but also the animals or humans that eat it. Accumulations of fertilizer in the water supply accelerate the growth of algae and, consequently, may disturb the natural cycle of life, contributing to the

Line (20) death of fish. Too much fertilizer on grass can cause digestive disorders in cattle and in infants who drink cow's milk.

In the formula 3-6-4

a. the content of nitrogen is greater than that of potash
[Jawaban Salah]

b. the content of potash is greater than that of phosphoric acid
[Jawaban Salah]

c. the content of phosphoric acid is less than that of nitrogen
[Jawaban Salah]

d. the content of nitrogen is less than that of phosphoric acid
[Jawaban Benar]

34. Question 31-40

Fertilizer is any substance that can be added to the soil to provide chemical elements essential for plant nutrition. Natural substances such as animal droppings and straw have been used as fertilizers for thousands of years, and lime has been used since the Romans intro- duced it during the Empire. It was not until the nineteenth century, in fact, that chemical fer-

Line (5) tilizers became popular. Today, both natural and synthetic fertilizers are available in a variety of forms.

A complete fertilizer is usually marked with a formula consisting of three numbers, such as 4-8-2 or 3-6-4, which designate the percentage content of nitrogen, phosphoric acid, and potash in the order stated.

Line (10) Synthetic fertilizers are available in either solid or liquid form. Solids, in the shape of chemical granules are popular because they are easy to store and apply. Recently, liquids have shown an increase in popularity, accounting for about 20 percent of the nitrogen fertilizer used throughout the world. Formerly, powders were also used, but these were found to be less convenient than either solids or liquids.

Line (15) Fertilizers have no harmful effects on the soil, the crop, or the consumer as long as they are used according to recommendations based on the results of local research. Occasionally, however, farmers may use more fertilizer than necessary, damaging not only the crop but also the animals or humans that eat it. Accumulations of fertilizer in the water supply accelerate the growth of algae and, consequently, may disturb the natural cycle of life, contributing to the

Line (20) death of fish. Too much fertilizer on grass can cause digestive disorders in cattle and in infants who drink cow's milk.

Which of the following has the smallest

percentage content in the formula 4-8-2?

a. Nitrogen
[Jawaban Salah]

b. Phosphorus
[Jawaban Salah]

c. Acid
[Jawaban Salah]

d. Potash
[Jawaban Benar]

35. Question 31-40

Fertilizer is any substance that can be added to the soil to provide chemical elements essential for plant nutrition. Natural substances such as animal droppings and straw have been used as fertilizers for thousands of years, and lime has been used since the Romans intro- duced it during the Empire. It was not until the nineteenth century, in fact, that chemical fer-

Line (5) tilizers became popular. Today, both natural and synthetic fertilizers are available in a variety of forms.

A complete fertilizer is usually marked with a formula consisting of three numbers, such as 4-8-2 or 3-6-4, which designate the percentage content of nitrogen, phosphoric acid, and potash in the order stated.

Line (10) Synthetic fertilizers are available in either solid or liquid form. Solids, in the shape of chemical granules are popular because they are easy to store and apply. Recently, liquids have shown an increase in popularity, accounting for about 20 percent of the nitrogen fertilizer used throughout the world. Formerly, powders were also used, but these were found to be less convenient than either solids or liquids.

Line (15) Fertilizers have no harmful effects on the soil, the crop, or the consumer as long as they are used according to recommendations based on the results of local research. Occasionally, however, farmers may use more fertilizer than necessary, damaging not only the crop but also the animals or humans that eat it. Accumulations of fertilizer in the water supply accelerate the growth of algae and, consequently, may disturb the natural cycle of life, contributing to the

Line (20) death of fish. Too much fertilizer on grass can cause digestive disorders in cattle and in infants who drink cow's milk.

What is the percentage of nitrogen in a

5-8-7 formula fertilizer?

a. 3 percent
[Jawaban Salah]

b. 5 percent
[Jawaban Benar]

c. 7 percent
[Jawaban Salah]

d. 8 percent
[Jawaban Salah]

36. Question 31-40

Fertilizer is any substance that can be added to the soil to provide chemical elements essential for plant nutrition. Natural substances such as animal droppings and straw have been used as fertilizers for thousands of years, and lime has been used since the Romans intro- duced it during the Empire. It was not until the nineteenth century, in fact, that chemical fer-

Line (5) tilizers became popular. Today, both natural and synthetic fertilizers are available in a variety of forms.

A complete fertilizer is usually marked with a formula consisting of three numbers, such as 4-8-2 or 3-6-4, which designate the percentage content of nitrogen, phosphoric acid, and potash in the order stated.

Line (10) Synthetic fertilizers are available in either solid or liquid form. Solids, in the shape of chemical granules are popular because they are easy to store and apply. Recently, liquids have shown an increase in popularity, accounting for about 20 percent of the nitrogen fertilizer used throughout the world. Formerly, powders were also used, but these were found to be less convenient than either solids or liquids.

Line (15) Fertilizers have no harmful effects on the soil, the crop, or the consumer as long as they are used according to recommendations based on the results of local research. Occasionally, however, farmers may use more fertilizer than necessary, damaging not only the crop but also the animals or humans that eat it. Accumulations of fertilizer in the water supply accelerate the growth of algae and, consequently, may disturb the natural cycle of life, contributing to the

Line (20) death of fish. Too much fertilizer on grass can cause digestive disorders in cattle and in infants who drink cow's milk.

The word "designate" in line 8 could be replaced by

a. modify
[Jawaban Salah]

b. specify
[Jawaban Benar]

c. limit
[Jawaban Salah]

d. increase
[Jawaban Salah]

37. Which of the following statements about fertilizer is true?

a. Powders are more popular than ever.
[Jawaban Salah]

b. Solids are difficult to store.

[Jawaban Salah]

c. Liquids are increasing in popularity.
[Jawaban Benar]

d. Chemical granules are difficult to

apply.
[Jawaban Salah]

38. Question 31-40

Fertilizer is any substance that can be added to the soil to provide chemical elements essential for plant nutrition. Natural substances such as animal droppings and straw have been used as fertilizers for thousands of years, and lime has been used since the Romans intro- duced it during the Empire. It was not until the nineteenth century, in fact, that chemical fer-

Line (5) tilizers became popular. Today, both natural and synthetic fertilizers are available in a variety of forms.

A complete fertilizer is usually marked with a formula consisting of three numbers, such as 4-8-2 or 3-6-4, which designate the percentage content of nitrogen, phosphoric acid, and potash in the order stated.

Line (10) Synthetic fertilizers are available in either solid or liquid form. Solids, in the shape of chemical granules are popular because they are easy to store and apply. Recently, liquids have shown an increase in popularity, accounting for about 20 percent of the nitrogen fertilizer used throughout the world. Formerly, powders were also used, but these were found to be less convenient than either solids or liquids.

Line (15) Fertilizers have no harmful effects on the soil, the crop, or the consumer as long as they are used according to recommendations based on the results of local research. Occasionally, however, farmers may use more fertilizer than necessary, damaging not only the crop but also the animals or humans that eat it. Accumulations of fertilizer in the water supply accelerate the growth of algae and, consequently, may disturb the natural cycle of life, contributing to the

Line (20) death of fish. Too much fertilizer on grass can cause digestive disorders in cattle and in infants who drink cow's milk.

The word "these" in line l3 refers to

a. powders
[Jawaban Benar]

b. solids
[Jawaban Salah]

c. liquids
[Jawaban Salah]

d. fertilizer
[Jawaban Salah]

39. Question 31-40

Fertilizer is any substance that can be added to the soil to provide chemical elements essential for plant nutrition. Natural substances such as animal droppings and straw have been used as fertilizers for thousands of years, and lime has been used since the Romans intro- duced it during the Empire. It was not until the nineteenth century, in fact, that chemical fer-

Line (5) tilizers became popular. Today, both natural and synthetic fertilizers are available in a variety of forms.

A complete fertilizer is usually marked with a formula consisting of three numbers, such as 4-8-2 or 3-6-4, which designate the percentage content of nitrogen, phosphoric acid, and potash in the order stated.

Line (10) Synthetic fertilizers are available in either solid or liquid form. Solids, in the shape of chemical granules are popular because they are easy to store and apply. Recently, liquids have shown an increase in popularity, accounting for about 20 percent of the nitrogen fertilizer used throughout the world. Formerly, powders were also used, but these were found to be less convenient than either solids or liquids.

Line (15) Fertilizers have no harmful effects on the soil, the crop, or the consumer as long as they are used according to recommendations based on the results of local research. Occasionally, however, farmers may use more fertilizer than necessary, damaging not only the crop but also the animals or humans that eat it. Accumulations of fertilizer in the water supply accelerate the growth of algae and, consequently, may disturb the natural cycle of life, contributing to the

Line (20) death of fish. Too much fertilizer on grass can cause digestive disorders in cattle and in infants who drink cow's milk.

The word "convenient" in line 14 is closest in meaning to

a. effective
[Jawaban Salah]

b. plentiful
[Jawaban Salah]

c. easy to use
[Jawaban Benar]

d. cheap to produce
[Jawaban Salah]

40. Question 31-40

Fertilizer is any substance that can be added to the soil to provide chemical elements essential for plant nutrition. Natural substances such as animal droppings and straw have been used as fertilizers for thousands of years, and lime has been used since the Romans intro- duced it during the Empire. It was not until the nineteenth century, in fact, that chemical fer-

Line (5) tilizers became popular. Today, both natural and synthetic fertilizers are available in a variety of forms.

A complete fertilizer is usually marked with a formula consisting of three numbers, such as 4-8-2 or 3-6-4, which designate the percentage content of nitrogen, phosphoric acid, and potash in the order stated.

Line (10) Synthetic fertilizers are available in either solid or liquid form. Solids, in the shape of chemical granules are popular because they are easy to store and apply. Recently, liquids have shown an increase in popularity, accounting for about 20 percent of the nitrogen fertilizer used throughout the world. Formerly, powders were also used, but these were found to be less convenient than either solids or liquids.

Line (15) Fertilizers have no harmful effects on the soil, the crop, or the consumer as long as they are used according to recommendations based on the results of local research. Occasionally, however, farmers may use more fertilizer than necessary, damaging not only the crop but also the animals or humans that eat it. Accumulations of fertilizer in the water supply accelerate the growth of algae and, consequently, may disturb the natural cycle of life, contributing to the

Line (20) death of fish. Too much fertilizer on grass can cause digestive disorders in cattle and in infants who drink cow's milk.

What happens when too much fertilizer is used?

a. Local research teams provide recommendations.
[Jawaban Salah]

b. Algae in the water supplies begin to die.
[Jawaban Salah]

c. Animals and humans may become ill.
[Jawaban Benar]

d. Crops have no harmful effects.
[Jawaban Salah]

41. Question 41-50

In 1626, Peter Minuit, governor of the Dutch settlements in North America known as New Amsterdam, negotiated with Canarsee Indian chiefs for the purchase of Manhattan Island for merchandise valued at sixty guilders or about $24. 12. He purchased the island for the Dutch

West India Company.

line (5) The next year, Fort Amsterdam was built by the company at the extreme southern tip of the

island. Because attempts to encourage Dutch irnrnjgration were not immediately successful, offers, generous by the standards of the era, were extended throughout Europe. Consequently, the settlement became the most heterogeneous of the North American colonies. By 1637, the fort had expanded into the village of New Amsterdam, and other small communities had

line (10) grown up around it, including New Haarlem and Stuyvesant's Bouwery, and New Amster- dam began to prosper, developing characteristics of religious and linguistic tolerance unusual for the times. By 1643, it was reported that eighteen different languages were heard in New Amsterdam alone.

Among the multilingual settlers was a large group of English colonists from Connecticut

line (15) and Massachusetts who suppcrted the English King's claim to all of New Netherlands set out in a charter that gave the territory to his brother James, the Duke of York. In 1664, when the English sent a formidable fleet of warships into the New Amsterdam harbor, Dutch governor

Peter Stuyvesant surrendered without resistance.

When the English acquired the island, the village of New Am terdam was renamed New

line (20) York in honor of the Duke. By the onset of the Revolution, New York City was already a bustling commercial center. After the war, it was selected as the first capital of the United States. Although the government was eventually moved, first to Philadelphia and then to Wash- ington, D.C., New York City has remained the unofficial commercial capital.

During the 1690s, New York became a haven for pirates who conspired with leading mer- (25J chants to exchange supplies for their ships in return for a share in the plunder. As a colony, New York exchanged many agricultural products for English manufactured goods. In addition, trade with the West Indies prospered. Three centuries after his initial trade with the Indians,

Minuit's tiny investment was worth more than seven billion dollars.

Which of the following would be the best title for this passage?

a. A History of New York City
[Jawaban Benar]

b. An Account of the Dutch Colonie
[Jawaban Salah]

c. A Biography of Peter Minuit
[Jawaban Salah]

d. The First Capital of the United State
[Jawaban Salah]

42. Question 41-50

In 1626, Peter Minuit, governor of the Dutch settlements in North America known as New Amsterdam, negotiated with Canarsee Indian chiefs for the purchase of Manhattan Island for merchandise valued at sixty guilders or about $24. 12. He purchased the island for the Dutch

West India Company.

line (5) The next year, Fort Amsterdam was built by the company at the extreme southern tip of the

island. Because attempts to encourage Dutch irnrnjgration were not immediately successful, offers, generous by the standards of the era, were extended throughout Europe. Consequently, the settlement became the most heterogeneous of the North American colonies. By 1637, the fort had expanded into the village of New Amsterdam, and other small communities had

line (10) grown up around it, including New Haarlem and Stuyvesant's Bouwery, and New Amster- dam began to prosper, developing characteristics of religious and linguistic tolerance unusual for the times. By 1643, it was reported that eighteen different languages were heard in New Amsterdam alone.

Among the multilingual settlers was a large group of English colonists from Connecticut

line (15) and Massachusetts who suppcrted the English King's claim to all of New Netherlands set out in a charter that gave the territory to his brother James, the Duke of York. In 1664, when the English sent a formidable fleet of warships into the New Amsterdam harbor, Dutch governor

Peter Stuyvesant surrendered without resistance.

When the English acquired the island, the village of New Am terdam was renamed New

line (20) York in honor of the Duke. By the onset of the Revolution, New York City was already a bustling commercial center. After the war, it was selected as the first capital of the United States. Although the government was eventually moved, first to Philadelphia and then to Wash- ington, D.C., New York City has remained the unofficial commercial capital.

During the 1690s, New York became a haven for pirates who conspired with leading mer- (25J chants to exchange supplies for their ships in return for a share in the plunder. As a colony, New York exchanged many agricultural products for English manufactured goods. In addition, trade with the West Indies prospered. Three centuries after his initial trade with the Indians,

Minuit's tiny investment was worth more than seven billion dollars.

What did the Indians receive in exchange for their island?

a. Sixty Dutch guilders
[Jawaban Salah]

b. $24.12 U.S.
[Jawaban Salah]

c. Goods and supplies
[Jawaban Benar]

d. Land in New Amsterdam
[Jawaban Salah]

43. Question 41-50

In 1626, Peter Minuit, governor of the Dutch settlements in North America known as New Amsterdam, negotiated with Canarsee Indian chiefs for the purchase of Manhattan Island for merchandise valued at sixty guilders or about $24. 12. He purchased the island for the Dutch

West India Company.

line (5) The next year, Fort Amsterdam was built by the company at the extreme southern tip of the

island. Because attempts to encourage Dutch irnrnjgration were not immediately successful, offers, generous by the standards of the era, were extended throughout Europe. Consequently, the settlement became the most heterogeneous of the North American colonies. By 1637, the fort had expanded into the village of New Amsterdam, and other small communities had

line (10) grown up around it, including New Haarlem and Stuyvesant's Bouwery, and New Amster- dam began to prosper, developing characteristics of religious and linguistic tolerance unusual for the times. By 1643, it was reported that eighteen different languages were heard in New Amsterdam alone.

Among the multilingual settlers was a large group of English colonists from Connecticut

line (15) and Massachusetts who suppcrted the English King's claim to all of New Netherlands set out in a charter that gave the territory to his brother James, the Duke of York. In 1664, when the English sent a formidable fleet of warships into the New Amsterdam harbor, Dutch governor

Peter Stuyvesant surrendered without resistance.

When the English acquired the island, the village of New Am terdam was renamed New

line (20) York in honor of the Duke. By the onset of the Revolution, New York City was already a bustling commercial center. After the war, it was selected as the first capital of the United States. Although the government was eventually moved, first to Philadelphia and then to Wash- ington, D.C., New York City has remained the unofficial commercial capital.

During the 1690s, New York became a haven for pirates who conspired with leading mer- (25J chants to exchange supplies for their ships in return for a share in the plunder. As a colony, New York exchanged many agricultural products for English manufactured goods. In addition, trade with the West Indies prospered. Three centuries after his initial trade with the Indians,

Minuit's tiny investment was worth more than seven billion dollars.

Where was New Amsterdam located?

a. In Holland
[Jawaban Salah]

b. In North America
[Jawaban Benar]

c. On the island of Manhattan
[Jawaban Salah]

d. In India
[Jawaban Salah]

44. Question 41-50

In 1626, Peter Minuit, governor of the Dutch settlements in North America known as New Amsterdam, negotiated with Canarsee Indian chiefs for the purchase of Manhattan Island for merchandise valued at sixty guilders or about $24. 12. He purchased the island for the Dutch

West India Company.

line (5) The next year, Fort Amsterdam was built by the company at the extreme southern tip of the

island. Because attempts to encourage Dutch irnrnjgration were not immediately successful, offers, generous by the standards of the era, were extended throughout Europe. Consequently, the settlement became the most heterogeneous of the North American colonies. By 1637, the fort had expanded into the village of New Amsterdam, and other small communities had

line (10) grown up around it, including New Haarlem and Stuyvesant's Bouwery, and New Amster- dam began to prosper, developing characteristics of religious and linguistic tolerance unusual for the times. By 1643, it was reported that eighteen different languages were heard in New Amsterdam alone.

Among the multilingual settlers was a large group of English colonists from Connecticut

line (15) and Massachusetts who suppcrted the English King's claim to all of New Netherlands set out in a charter that gave the territory to his brother James, the Duke of York. In 1664, when the English sent a formidable fleet of warships into the New Amsterdam harbor, Dutch governor

Peter Stuyvesant surrendered without resistance.

When the English acquired the island, the village of New Am terdam was renamed New

line (20) York in honor of the Duke. By the onset of the Revolution, New York City was already a bustling commercial center. After the war, it was selected as the first capital of the United States. Although the government was eventually moved, first to Philadelphia and then to Wash- ington, D.C., New York City has remained the unofficial commercial capital.

During the 1690s, New York became a haven for pirates who conspired with leading mer- (25J chants to exchange supplies for their ships in return for a share in the plunder. As a colony, New York exchanged many agricultural products for English manufactured goods. In addition, trade with the West Indies prospered. Three centuries after his initial trade with the Indians,

Minuit's tiny investment was worth more than seven billion dollars.

The word "heterogeneous" in line 8 could best be replaced by

a. liberal
[Jawaban Salah]

b. renowned
[Jawaban Salah]

c. diverse
[Jawaban Benar]

d. prosperous
[Jawaban Salah]

45. Question 41-50

In 1626, Peter Minuit, governor of the Dutch settlements in North America known as New Amsterdam, negotiated with Canarsee Indian chiefs for the purchase of Manhattan Island for merchandise valued at sixty guilders or about $24. 12. He purchased the island for the Dutch

West India Company.

line (5) The next year, Fort Amsterdam was built by the company at the extreme southern tip of the

island. Because attempts to encourage Dutch irnrnjgration were not immediately successful, offers, generous by the standards of the era, were extended throughout Europe. Consequently, the settlement became the most heterogeneous of the North American colonies. By 1637, the fort had expanded into the village of New Amsterdam, and other small communities had

line (10) grown up around it, including New Haarlem and Stuyvesant's Bouwery, and New Amster- dam began to prosper, developing characteristics of religious and linguistic tolerance unusual for the times. By 1643, it was reported that eighteen different languages were heard in New Amsterdam alone.

Among the multilingual settlers was a large group of English colonists from Connecticut

line (15) and Massachusetts who suppcrted the English King's claim to all of New Netherlands set out in a charter that gave the territory to his brother James, the Duke of York. In 1664, when the English sent a formidable fleet of warships into the New Amsterdam harbor, Dutch governor

Peter Stuyvesant surrendered without resistance.

When the English acquired the island, the village of New Am terdam was renamed New

line (20) York in honor of the Duke. By the onset of the Revolution, New York City was already a bustling commercial center. After the war, it was selected as the first capital of the United States. Although the government was eventually moved, first to Philadelphia and then to Wash- ington, D.C., New York City has remained the unofficial commercial capital.

During the 1690s, New York became a haven for pirates who conspired with leading mer- (25J chants to exchange supplies for their ships in return for a share in the plunder. As a colony, New York exchanged many agricultural products for English manufactured goods. In addition, trade with the West Indies prospered. Three centuries after his initial trade with the Indians,

Minuit's tiny investment was worth more than seven billion dollars.

Why were so many languages spoken in New Amsterdam?

a. The Dutch West India Company was owned by England.
[Jawaban Salah]

b. The Dutch West India Company

allowed freedom of speech.
[Jawaban Salah]

c. The Dutch West India Company

recruited settlers from many different

countries in Europe.
[Jawaban Benar]

d. The Indians who Jived there before

the Dutch West India Company purchase spoke many languages.
[Jawaban Salah]

46. Question 41-50

In 1626, Peter Minuit, governor of the Dutch settlements in North America known as New Amsterdam, negotiated with Canarsee Indian chiefs for the purchase of Manhattan Island for merchandise valued at sixty guilders or about $24. 12. He purchased the island for the Dutch

West India Company.

line (5) The next year, Fort Amsterdam was built by the company at the extreme southern tip of the

island. Because attempts to encourage Dutch irnrnjgration were not immediately successful, offers, generous by the standards of the era, were extended throughout Europe. Consequently, the settlement became the most heterogeneous of the North American colonies. By 1637, the fort had expanded into the village of New Amsterdam, and other small communities had

line (10) grown up around it, including New Haarlem and Stuyvesant's Bouwery, and New Amster- dam began to prosper, developing characteristics of religious and linguistic tolerance unusual for the times. By 1643, it was reported that eighteen different languages were heard in New Amsterdam alone.

Among the multilingual settlers was a large group of English colonists from Connecticut

line (15) and Massachusetts who suppcrted the English King's claim to all of New Netherlands set out in a charter that gave the territory to his brother James, the Duke of York. In 1664, when the English sent a formidable fleet of warships into the New Amsterdam harbor, Dutch governor

Peter Stuyvesant surrendered without resistance.

When the English acquired the island, the village of New Am terdam was renamed New

line (20) York in honor of the Duke. By the onset of the Revolution, New York City was already a bustling commercial center. After the war, it was selected as the first capital of the United States. Although the government was eventually moved, first to Philadelphia and then to Wash- ington, D.C., New York City has remained the unofficial commercial capital.

During the 1690s, New York became a haven for pirates who conspired with leading mer- (25J chants to exchange supplies for their ships in return for a share in the plunder. As a colony, New York exchanged many agricultural products for English manufactured goods. In addition, trade with the West Indies prospered. Three centuries after his initial trade with the Indians,

Minuit's tiny investment was worth more than seven billion dollars.

The word "formidable" in line 17 is closest in meaning to

a. powerful
[Jawaban Benar]

b. modern
[Jawaban Salah]

c. expensive
[Jawaban Salah]

d. unexpected
[Jawaban Salah]

47. Question 41-50

In 1626, Peter Minuit, governor of the Dutch settlements in North America known as New Amsterdam, negotiated with Canarsee Indian chiefs for the purchase of Manhattan Island for merchandise valued at sixty guilders or about $24. 12. He purchased the island for the Dutch

West India Company.

line (5) The next year, Fort Amsterdam was built by the company at the extreme southern tip of the

island. Because attempts to encourage Dutch irnrnjgration were not immediately successful, offers, generous by the standards of the era, were extended throughout Europe. Consequently, the settlement became the most heterogeneous of the North American colonies. By 1637, the fort had expanded into the village of New Amsterdam, and other small communities had

line (10) grown up around it, including New Haarlem and Stuyvesant's Bouwery, and New Amster- dam began to prosper, developing characteristics of religious and linguistic tolerance unusual for the times. By 1643, it was reported that eighteen different languages were heard in New Amsterdam alone.

Among the multilingual settlers was a large group of English colonists from Connecticut

line (15) and Massachusetts who suppcrted the English King's claim to all of New Netherlands set out in a charter that gave the territory to his brother James, the Duke of York. In 1664, when the English sent a formidable fleet of warships into the New Amsterdam harbor, Dutch governor

Peter Stuyvesant surrendered without resistance.

When the English acquired the island, the village of New Am terdam was renamed New

line (20) York in honor of the Duke. By the onset of the Revolution, New York City was already a bustling commercial center. After the war, it was selected as the first capital of the United States. Although the government was eventually moved, first to Philadelphia and then to Wash- ington, D.C., New York City has remained the unofficial commercial capital.

During the 1690s, New York became a haven for pirates who conspired with leading mer- (25J chants to exchange supplies for their ships in return for a share in the plunder. As a colony, New York exchanged many agricultural products for English manufactured goods. In addition, trade with the West Indies prospered. Three centuries after his initial trade with the Indians,

Minuit's tiny investment was worth more than seven billion dollars.

The name of New Amsterdam was changed

a. to avoid a war with England
[Jawaban Salah]

b. to honor the Duke of York
[Jawaban Benar]

c. to attract more English colonists from

Connecticut and Massachusetts
[Jawaban Salah]

d. to encourage trade during the 1690s
[Jawaban Salah]

48. Question 41-50

In 1626, Peter Minuit, governor of the Dutch settlements in North America known as New Amsterdam, negotiated with Canarsee Indian chiefs for the purchase of Manhattan Island for merchandise valued at sixty guilders or about $24. 12. He purchased the island for the Dutch

West India Company.

line (5) The next year, Fort Amsterdam was built by the company at the extreme southern tip of the

island. Because attempts to encourage Dutch irnrnjgration were not immediately successful, offers, generous by the standards of the era, were extended throughout Europe. Consequently, the settlement became the most heterogeneous of the North American colonies. By 1637, the fort had expanded into the village of New Amsterdam, and other small communities had

line (10) grown up around it, including New Haarlem and Stuyvesant's Bouwery, and New Amster- dam began to prosper, developing characteristics of religious and linguistic tolerance unusual for the times. By 1643, it was reported that eighteen different languages were heard in New Amsterdam alone.

Among the multilingual settlers was a large group of English colonists from Connecticut

line (15) and Massachusetts who suppcrted the English King's claim to all of New Netherlands set out in a charter that gave the territory to his brother James, the Duke of York. In 1664, when the English sent a formidable fleet of warships into the New Amsterdam harbor, Dutch governor

Peter Stuyvesant surrendered without resistance.

When the English acquired the island, the village of New Am terdam was renamed New

line (20) York in honor of the Duke. By the onset of the Revolution, New York City was already a bustling commercial center. After the war, it was selected as the first capital of the United States. Although the government was eventually moved, first to Philadelphia and then to Wash- ington, D.C., New York City has remained the unofficial commercial capital.

During the 1690s, New York became a haven for pirates who conspired with leading mer- (25J chants to exchange supplies for their ships in return for a share in the plunder. As a colony, New York exchanged many agricultural products for English manufactured goods. In addition, trade with the West Indies prospered. Three centuries after his initial trade with the Indians,

Minuit's tiny investment was worth more than seven billion dollars.

The word "it" in line 21 refers to

a. Revolution
[Jawaban Salah]

b. New York City
[Jawaban Benar]

c. the island
[Jawaban Salah]

d. the first capital
[Jawaban Salah]

49. Question 41-50

In 1626, Peter Minuit, governor of the Dutch settlements in North America known as New Amsterdam, negotiated with Canarsee Indian chiefs for the purchase of Manhattan Island for merchandise valued at sixty guilders or about $24. 12. He purchased the island for the Dutch

West India Company.

line (5) The next year, Fort Amsterdam was built by the company at the extreme southern tip of the

island. Because attempts to encourage Dutch irnrnjgration were not immediately successful, offers, generous by the standards of the era, were extended throughout Europe. Consequently, the settlement became the most heterogeneous of the North American colonies. By 1637, the fort had expanded into the village of New Amsterdam, and other small communities had

line (10) grown up around it, including New Haarlem and Stuyvesant's Bouwery, and New Amster- dam began to prosper, developing characteristics of religious and linguistic tolerance unusual for the times. By 1643, it was reported that eighteen different languages were heard in New Amsterdam alone.

Among the multilingual settlers was a large group of English colonists from Connecticut

line (15) and Massachusetts who suppcrted the English King's claim to all of New Netherlands set out in a charter that gave the territory to his brother James, the Duke of York. In 1664, when the English sent a formidable fleet of warships into the New Amsterdam harbor, Dutch governor

Peter Stuyvesant surrendered without resistance.

When the English acquired the island, the village of New Am terdam was renamed New

line (20) York in honor of the Duke. By the onset of the Revolution, New York City was already a bustling commercial center. After the war, it was selected as the first capital of the United States. Although the government was eventually moved, first to Philadelphia and then to Wash- ington, D.C., New York City has remained the unofficial commercial capital.

During the 1690s, New York became a haven for pirates who conspired with leading mer- (25J chants to exchange supplies for their ships in return for a share in the plunder. As a colony, New York exchanged many agricultural products for English manufactured goods. In addition, trade with the West Indies prospered. Three centuries after his initial trade with the Indians,

Minuit's tiny investment was worth more than seven billion dollars.

Which city was the first capital of the new United States?

a. New Amsterdam
[Jawaban Salah]

b. New York
[Jawaban Benar]

c. Philadelphia
[Jawaban Salah]

d. Washington
[Jawaban Salah]

50. Question 41-50

In 1626, Peter Minuit, governor of the Dutch settlements in North America known as New Amsterdam, negotiated with Canarsee Indian chiefs for the purchase of Manhattan Island for merchandise valued at sixty guilders or about $24. 12. He purchased the island for the Dutch

West India Company.

line (5) The next year, Fort Amsterdam was built by the company at the extreme southern tip of the

island. Because attempts to encourage Dutch irnrnjgration were not immediately successful, offers, generous by the standards of the era, were extended throughout Europe. Consequently, the settlement became the most heterogeneous of the North American colonies. By 1637, the fort had expanded into the village of New Amsterdam, and other small communities had

line (10) grown up around it, including New Haarlem and Stuyvesant's Bouwery, and New Amster- dam began to prosper, developing characteristics of religious and linguistic tolerance unusual for the times. By 1643, it was reported that eighteen different languages were heard in New Amsterdam alone.

Among the multilingual settlers was a large group of English colonists from Connecticut

line (15) and Massachusetts who suppcrted the English King's claim to all of New Netherlands set out in a charter that gave the territory to his brother James, the Duke of York. In 1664, when the English sent a formidable fleet of warships into the New Amsterdam harbor, Dutch governor

Peter Stuyvesant surrendered without resistance.

When the English acquired the island, the village of New Am terdam was renamed New

line (20) York in honor of the Duke. By the onset of the Revolution, New York City was already a bustling commercial center. After the war, it was selected as the first capital of the United States. Although the government was eventually moved, first to Philadelphia and then to Wash- ington, D.C., New York City has remained the unofficial commercial capital.

During the 1690s, New York became a haven for pirates who conspired with leading mer- (25J chants to exchange supplies for their ships in return for a share in the plunder. As a colony, New York exchanged many agricultural products for English manufactured goods. In addition, trade with the West Indies prospered. Three centuries after his initial trade with the Indians,

Minuit's tiny investment was worth more than seven billion dollars.

On what date was Manhattan valued at $7 billion?

a. 1626
[Jawaban Salah]

b. 1726
[Jawaban Salah]

c. 1656
[Jawaban Salah]

d. 1926
[Jawaban Benar]

Demikian Kumpulan Soal TOEFL READING TEST | Soal Toefl dan Pembahasan 2022/2023 dengan Kunci Jawaban, Semangat Sob