Contoh Soal SNBT 2023 Materi Literasi Bahasa Inggris, Cocok Untuk yang Mau Masuk ISI Yogyakarta

C. present a rationale for teaching future generations of people in the United States about colonial history.

D. explain why many people in the United States perceive colonial history in a particular way.

E. suggest that a general ignorance of colonial history has caused people to repeat the mistakes of that era.

Jawaban: D. explain why many people in the United States perceive colonial history in a particular way.

Pembahasan: Option A is incorrect because this isn’t the purpose of the passage. The author doesn’t suggest that colonial history had no influence; in fact, “In the decades following the (American) Revolution, the colonial period was an integral and important part of history.” Option B is incorrect because this is too narrow to be the main purpose of the passage. The author says that the current U.S. perception of colonial history is a mythical one, but the purpose of the passage is to explain why that is. Option C is incorrect because this isn’t the purpose of the passage. The author doesn’t talk about the education of future United States citizens about colonial history; instead, the passage focuses on current U.S. perceptions of the time period (and also compares the perceptions of this time period to those of people in the decades following the American Revolution). Option E is incorrect because this isn’t the main point of the passage; the author doesn’t discuss repeated mistakes. Option D is the best choice. The passage starts by saying that people in the U.S. perceive the colonial period as a “quaint prolog” to U.S. history and is “shrouded in nostalgia.” The rest of the passage focuses on why U.S. citizens perceive colonial history in that way.

2. The author implies that which of the following is the most direct result of transforming colonial history into sentimental stories?

A. It gives a much-needed nostalgic tone to an era otherwise lacking in emotion.

B. It makes knowledge of colonial history more accessible to people of all ages.

C. It fills in gaps where no actual historical data are available.

D. It denigrates the work of those who study colonial history.

E. It detracts from the historical significance of the colonial era.

Jawaban: E. It detracts from the historical significance of the colonial era.

Pembahasan: Option A is incorrect because the author doesn’t suggest that the colonial period’s actual history lacks emotion. We don’t have enough information from the passage to make this inference. Option B is incorrect because the author doesn’t suggest this; the author doesn’t talk about age groups at all, so we don’t know the author’s view on whether the “sentimental stories” of the colonial period might be more accessible to younger people, for example. Option C is incorrect because it conflicts with what the author suggests. The author says that there is a lot of historical data available about the historical figures people have turned into myths: “we have transformed John Smith and Pocahontas, the Pilgrim Fathers, and Squanto (historical figures about whom we know a great deal) into fanciful and fabulous characters.” The author doesn’t mention any gaps in historical data. Option D is incorrect because this choice is too strong to be the likely result of transforming colonial history into myth. To “denigrate” means to belittle or to say bad things. It’s not suggested that the myth-making of the colonial era says anything bad about those who study the history of the period. Option E is the best choice. The author implies this at the end of the passage: “In the decades following the (American) Revolution, the colonial period was an integral and important part of history.” This was before people started making a myth out of the colonial period. Since the author says the colonial period was “an integral and important part of history” before the myth-making, this implies that the myths have detracted, or taken away, from the historical significance of that time.

The questions number 3 are based on the following passage.

Measles, a childhood disease, has caused suffering to mankind for thousands of years. However, the search for an effective measles vaccine lasted two hundred years and has finally ended in success. Now, for the first time, measles is a preventable disease. You may ask, ”How is this important to children?” Every year measles kills twice as many Americans as polio does. More children die from measles than from any other common childhood disease. Also complications of some degree occur in about one child out of six. Most complication include pneumonia and ear disorders. Another after-effect of measles-brain damage is less common, but it can have such serious consequence that it deserves special attention. Brain damage due to measles sounds like something far away from our experience. In reality, it is not. Like other injury, damage to the brain can be very slight or very severe. It is quite possible that we have never seen or heard a child who has severe brain damage – the child would either have died or would be in an institution. However, in medical research a relation has been found between measles and such things as behavior problems, personality changes and dulling of metal ability. For example, a child may be bad-tempered or a little slow to learn after he has recovered from measles.