Multiple Choices

Choose the best alternatives!

This text is for questions number 1 to 5

Grand Canyon is the result of a combination of geologic events. The term “canyon” is a type of
erosional valley with extremely steep sides, frequently forming vertical or nearly vertical cliff faces.
The term “gorge” is often used interchangeably with “canyon” and generally implies a smaller,
particularly narrow feature.

The story begins almost two billion years ago with the formation of the igneous and metamorphic
rocks of the inner gorge. Above these old rocks lie layer upon layer of sedimentary rock, each telling
a unique part of the environmental history of the Grand Canyon region.

Then, between 70 and 30 million years ago, through the action of plate tectonics, the whole
region was uplifted, resulting in the high and relatively flat Colorado Plateau. The uplift of the
Colorado Plateau was a key step in the eventual formation of Grand Canyon. The action of plate
tectonics lifted the rocks high and flat, creating a plateau through which the Colorado River could cut
down.

There are two currently favored hypotheses which are called shallow-angle subduction and
continued uplift through isostacy. Shallow-angle subduction allowed for deformation to move further
inward from the plate margin. Different from the theory, some scientists believe that uplift of the
Colorado Plateau continued into the middle to late Cenozoic. This is the theory of continued uplift.

Finally, beginning just 5-6 million years ago, the Colorado River began to carve its way
downward. Further erosion by tributary streams led to the canyon’s widening.

(https://www.nps.gov/grca/learn/nature/grca-geology.htm#:~:text=)

1. What does the writer want to do through the text?

A. Describe a place called Grand Canyon.
B. Explain about the formation of Grand Canyon.
C. Explain the procedure of visiting Grand Canyon.
D. Describe the physical characteristics of Grand Canyon.
E. Persuade readers that Grand Canyon is a natural phenomenon.

2. Which of the following processes has no direct relationship with the formation of Grand
Canyon?
A. Shallow-angle subduction.
B. Formation of Colorado Plateau.
C. Continued uplift through isostacy.
D. The formation of sedimentary rocks.
E. Colorado River carved its way downward.

3. What causes the Grand Canyon to expand?

A. Erosion by tributary streams
B. Shallow-angle subduction
 C. Action of tectonic plates
D. Rock sedimentation
E. Continued uplift

4. It can be understood from paragraph 3 that….

A. The action of the plate tectonics created the Colorado River.
B. Grand Canyon was formed because of abrasion in Colorado River.
C. Colorado Plateau was resulted by the formation of Grand Canyon.
D. Colorado Plateau was formed after the formation of Grand Canyon.
E. The uplift of Colorado Plateau generates the formation of Grand Canyon.

5. According to the shallow-angle subduction theory, the Grand Canyon … by the deformation of
the plate tectonics.
A. caused
B. was formed
C. deformated
D. which was formed
E. which was influenced

This text is for questions number 6 to 10

A natural disaster is a terrible accident, e.g. a great flood, a big fire or an earthquake. It usually
causes great suffering and loss of a large sum of money. The casualties are injured or died. Some
people are homeless and need medical care.

Floods occur when the water of rivers, lakes, or streams overflow their banks and pour onto the
surrounding land. Floods are caused by many different things. Often heavy rainstorms that last for a
brief can cause a flood. But not all heavy storms are followed by flooding. If the surrounding land is
flat and can absorb the water, no flooding will occur. If the land cannot absorb the rainwater, floods
occur. Where the banks are low, a river may overflow and flood adjacent lowland.

In many parts of the world floods are caused by tropical storms called hurricanes or typhoons.
They bring destructive winds of high speed, torrents of rain, and flooding. When a flood occurs, the
destruction to surrounding land can be severe. Whole villages and towns are sometimes swept away
by water pouring swiftly over the land. Railroad track blocked and uprooted from their beds.
Highways are washed away.

Fire disaster in housings are usually caused by some factors such as cooking equipment, heating,
smoking in bedrooms, electrical equipment, candles, and so on. Fire disasters that happen in wildlife
or forested land (called wildfire) occur when vegetated areas are set alight and are particularly
common during hot and dry periods. They can occur in forests, grasslands, brush and deserts, and
with sufficient wind can rapidly spread. (Adapted from: Soal UN SMA/MA IPA 2011/2012)

6. What is the writer’s intention in writing the text?

A. To describe the causes of floods.
B. To describe the effects of fire disaster.
 C. To explain the causes of some natural disasters.
D. To explain the suffering and casualties caused by floods.
E. To explain what people should do to prevent disaster.

7. How can we compare paragraph 2 and paragraph 3?

Paragraph 2 Paragraph 3
A the effects of floods the effects of tropical storms
B the causes of floods the causes of tropical storms
C the floods caused which are less the floods which are more destructive
destructive
D floods caused by overflow of rivers floods caused by tropical storms
E the causes of floods The floods caused by storms

8. What is the main idea of paragraph 4?

A. Wildfire occurs when vegetated areas are set alight.
B. Fire disaster in housings are usually caused by some factors.
C. There are factors causing fire disasters in housings and in wildlife.
D. Carelessness in using equipment can cause fire in housings.
E. Wildfire usually occurs in dry season.

9. Which of the followings should be the best topic of the NEXT paragraph?
A. The causes of floods.
B. The effects of floods.
C. The causes of fire disasters.
D. The causes of earthquakes.
E. How to avoid fire disasters.

10. “Where the banks are low, a river may overflow and flood adjacent lowland” (Paragraph 2). The
underlined word is synonymous with ….
A. over
B. under
C. beside
D. nearby
E. beneath

The following text is for questions number 11 to 15

Tropical cyclone, also called typhoon or hurricane, is an intense circular storm that originates
over warm tropical oceans and is characterized by low atmospheric pressure, high winds, and heavy
rain. Drawing energy from the sea surface and maintaining its strength as long as it remains over
warm water, a tropical cyclone generates winds that exceed 119 km per hour. In extreme cases winds
may exceed 240 km per hour, and gusts may surpass 320 km per hour. Accompanying these strong
winds are torrential rains and a devastating phenomenon known as the storm surge, an elevation of the
sea surface that can reach 6 metres above normal levels. Such a combination of high winds and water
makes cyclones a serious hazard for coastal areas in tropical and subtropical areas of the world. Every
year during the late summer months (July–September in the Northern Hemisphere and January–
March in the Southern Hemisphere), cyclones strike regions as far apart as the Gulf Coast of North
America, northwestern Australia, and eastern India and Bangladesh.
 Tropical cyclones are compact, circular storms, generally some 320 km in diameter, whose winds
swirl around a central region of low atmospheric pressure. The winds are driven by this low-pressure
core and by the rotation of Earth, which deflects the path of the wind through a phenomenon known
as the Coriolis force. As a result, tropical cyclones rotate in a counterclockwise (or cyclonic) direction
in the Northern Hemisphere and in a clockwise (or anticyclonic) direction in the Southern
Hemisphere. (Taken from: https://oceanservice.noaa.gov/facts/cyclone.html)

11. What benefit can readers get by reading the text?

A. They understand the types of cyclones.
B. They understand the effects of tropical cyclones.
C. They understand the processes of how cyclone occurs.
D. They understand the suffering and casualties caused by cyclone.
E. They understand what people should do when cyclone attack.

12. What makes cyclones a dangerous for coastal areas in tropical and subtropical areas?
A. The winds blow very high in the sky of the sea to the land.
B. The strong winds destroy coasts and subtropical areas.
C. Strong winds and heavy rains attack at the same time.
D. The heavy rains destruct big trees and cause floods.
E. The heavy rains cause high tidal waves on the sea.

13. It can be understood from the text that ….

A. cyclones occur when the seawater is clod
B. cyclones may happen in the southern hemisphere in august
C. tropical cyclones rotate in a clockwise direction in the Northern Hemisphere
D. tropical cyclone only attack areas with low atmospheric pressure
E. cyclones may strike Australia in September

14. Which of the following best describes a phenomenon known as the Coriolis force?
A. deflection of the path of the wind
B. winds which blow very high above the sea
C. winds on a central region of low atmospheric pressure
D. an elevation of the sea surface up to 6 metres above normal levels
E. a counterclockwise direction of the wind in the Southern hemisphere

15. “Accompanying these strong winds are torrential rains and …” (Paragraph 1).
The underlined word is closest in meaning with ….
A. short
B. heavy
C. destructive
D. harmful
E. violent
The following text is for questions number 16 to 20

Adapting to a new culture can be difficult, especially when moving abroad. Most people who live
in a foreign country for some time go through an adjustment period during which “Culture Shock” is
experienced. Once culture shock is understood, its effects can be minimized dramatically. Expatriates
usually experience the following phases while adjusting to their new country: honeymoon phase,
negotiation phase, adjustment phase, reverse culture shock, and countering culture shock.

During the “Honeymoon Phase”, newly arrived expatriates are excited about their new
surroundings and are eager to explore the new country. They are very positive about their relocation
and the newness of the country.

During the negotiation phase which happens after a few weeks in a foreign country, expatriates
usually experience homesickness. Simple day-to-day tasks, such as taking transportation, shopping or
attending school meetings, can become a real challenge in a different environment. This is sometimes
exacerbated by language barriers. These are challenges that locals may not be able to understand, and
they may be seen by expatriates as being insensitive or unsympathetic people.

Six to 12 months after arriving in the host country, expatriates usually begin to grow accustomed
to their new home and know what to expect from their surroundings. This is called the adjustment
phase. Daily activities become routine and the customs of the host country are accepted as another
way of living. At this stage expatriates are able to communicate more freely with locals. (Taken from:
https://www.agsmovers.com/news/adapting-to-a-new-culture/).

16. What social phenomenon is explained in the passage?

A. How to go through the honeymoon phase.
B. Why expatriates usually experience culture shock.
C. How to deal with culture shock when living abroad.
D. Why people should learn cross cultural understanding.
E. The phases of culture shock experience by expatriates.

17. What is meant by “honeymoon phase” in paragraph 2?

A. The first few times when people live in other countries.
B. A period of harmony immediately following marriage.
C. The trip or vacation taken by a newly married couple.
D. A period when people love the new country where they live.
E. A period when people understood the culture of the new country.

18. According to the text, in what phase do usually expatriates experience homesickness?
A. Negotiation phase.
B. Honeymoon phase.
C. Adjustment phase.
D. Reverse culture shock.
E. Countering culture shock.

19. What can we infer from the last paragraph?

A. It is difficult for expatriates to accept the new country’s way of living.
 B. Expatriates are not able to communicate well with their new neighbours.
C. After a year, expatriates usually have new hopes from their surroundings.
D. It takes about a year for people to learn to communicate with their neighbours.
E. It usually takes about a year for people to be able to adapt to the new culture.

20. “Expatriates usually experience the following phases …” (Paragraph 1). The underlined word is
closest in meaning with ….
A. natives
B. colonials
C. refugees
D. emigrants
E. deportees

This text is for questions number 21 to 25

To understand liquefaction, it is important to recognize the conditions that exist in a soil deposit
before an earthquake. A soil deposit consists of an assemblage of individual soil particles. If we
observe these particles, we will see that each particle is in contact with a number of neighboring
particles. The weight of the overlying soil particles produces contact forces between the particles -
these forces hold individual particles in place and give the soil its strength.

Liquefaction occurs when the structure of a loose, saturated sand breaks down due to some
rapidly applied loading. As the structure breaks down, the loosely-packed individual soil particles
attempt to move into a denser configuration. In an earthquake, however, there is not enough time for
the water in the pores of the soil to be squeezed out. Instead, the water is "trapped" and prevents the
soil particles from moving closer together. This is accompanied by an increase in water pressure
which reduces the contact forces between the individual soil particles, thereby softening and
weakening the soil deposit.

Then, the contact forces are very small because of the high water pressure. In an extreme case,
the porewater pressure may become so high that many of the soil particles lose contact with each
other. In such cases, the soil will have very little strength, and will behave more like a liquid than a
solid - hence, the name "liquefaction".

(https://depts.washington.edu/liquefy/html/why/why1.html#:~:text=Liquefaction%)

21. What does the first paragraph tell us mostly about?

A. The effects of an earthquake to the condition of soil.
B. The condition of soil particles before an earthquake.
C. The processes of how liquefaction occur.
D. The contacts between soil particles.
E. The definition of liquefaction.

22. What happens to the soil particles when an earthquake occurs?

A. They move to get closer together.
B. They cannot move into a denser configuration.
C. They act to squeeze out water in the pores of the soil.
 D. Their contact forces to move closer increases.
E. They prevent the water to be squeezed out.

23. What can we conclude from the third paragraph?

A. The very high pressure of the water in an earthquake weaken the soil particles’ force so
liquefaction happens.
B. The porewater pressure becomes very high in an earthquake because the soil particles do not
move closer together.
C. When the soil particles loose contact with one another, an earthquake happens, causing the
water pressure increase.
D. In an earthquake, the water pressure’s strength becomes very weak so the soil particles move
closer together.
E. The term liquefaction comes from the condition of soil and water which are mixed together.

24. According to the text, what hold the soil from moving to other places?
A. The prewater pressure and individual soil particles.
B. The number of individual particles having contact.
C. The weight of the overlying soil particles.
D. The contact forces between soil particles.
E. The porewater pressure in the soil.

25. “… saturated sand breaks down due to some rapidly applied loading” (Paragraph 2). The
boldfaced words can be replaced with ….
A. Application which are loaded rapidly
B. Loading which are applied rapidly
C. Loading rapid application
D. Applied rapid loading
E. Rapidly loading application

This text is for questions number 26 to 30

There are three broad stages of development: early childhood, middle childhood, and
adolescence.

The first stage of development is the early childhood (birth to eight years). This is a time of
tremendous growth across all areas of development. The dependent newborn grows into a
young person who can take care of his or her own body and interact effectively with others. For
these reasons, the primary developmental task of this stage is skill development.

Typically, three-year-old babies have mastered many skills, including sitting, walking, toilet
training, using a spoon, scribbling, and sufficient hand-eye coordination to catch and throw a ball.
Between three and five years of age, children continue to grow rapidly and begin to develop fine-
motor skills. By age five most children demonstrate fairly good control of pencils, crayons, and
scissors.

The second stage of development is the middle childhood (eight to twelve years). More recent
theorists have recognized the importance of middle childhood for the development of cognitive skills,
personality, motivation, and inter-personal relationships. During middle childhood children learn the
values of their societies. Thus, the primary developmental task of middle childhood could be called
integration, both in terms of development within the individual and of the individual within the social
context.

The next stage of development is the adolescence (twelve to eighteen years). The primary
developmental task of adolescence is identity formation. Adolescence is an important period for
cognitive development as well, as it marks a transition in the way in which individuals think and
reason about problems and ideas. In early adolescence, individuals can classify and order objects,
reverse processes, think logically about concrete objects, and consider more than one perspective at a
time. However, at this level of development, adolescents benefit more from direct experiences than
from abstract ideas and principles. As adolescents develop more complex cognitive skills, they gain
the ability to solve more abstract and hypothetical problems.

(https://education.stateuniversity.com/pages/1826/Child-Development-Stages-Growth.html)

26. Which of the following persons are most likely interested in reading the text?
A. University studentens majoring in Psychology.
B. Mothers with more than one child.
C. Language learners or lecturers.
D. High school students.
E. Doctors in general.

27. What is the primary developmental task in the middle childhood?

A. Learning motoric and cognitive skills integratedly.
B. Learning to know other society’s values.
C. Learning the values of their societies.
D. Learning to know about themselves.
E. Learning to know other people.

28. How can you compare paragraphs three and four?

Paragraph 3 Paragraph 4
A Experienced by children Experienced by babies
B Learning to do sport Learning school lessons
C Development in the late childhood Development in the early childhood
D Development in the early childhood Development in the early adolescence
E Development of motoric skills Development of cognitive and social skills

29. What can we conclude from the last paragraph?

A. Teenagers are in the stage of late adolescence phase.
B. Teenagers learn to form their identity while developing their cognitive.
C. It is easier for teenagers to learn from abstract ideas and principles.
D. Teenagers are the same with adults in the way they think.
E. Teenagers develop more cognitive skills than adults.

30. “This is a time of tremendous growth across all areas of development” (Paragraph 2). The
underlined word can be replaced with ….
A. wonderful
B. adequate
C. common
D. trivial
E. mutual