UTBK/SNBT Bahasa Inggris: Pertanyaan, Jawaban, Latihan Soal & Pembahasan

           Television was once the newest technology in our homes, and then came videos and computers. Today’s children are growing up in a rapidly changing digital age that is far different from their parents. A variety of technologies are all around us in our homes, officies, and schools. When used wisely, technology and media can support learning and relationships. Enjoyable and engaging shared experiences that optimize the potential for children’s learning and development can support children’s relationships both with adults and their peers.

           Based on some evidence by research, there has never been more important time to apply principles of development and learning when considering the use of cutting-edge technologies and new media as the so-called interactive media. Interactive media refers to digital and analog materials. Including software programs, applications (apps), some children’s relevision programming, e-books, the internet, and other forms of content designed to facilitate active and creative use by young children and to encourage social engagement with other children and adults.

           When the integration of technology and interactive media in early childhood programs is built upon solid developmental foundations, and early childhood professionals are aware of both the challenges and the opportunities, educators are positioned to improve program quality by intentionally leveraging the potential of technology and media for the benefit of every child.

           This statement provides guidance for early childhood educators about the use of technology and interactive media in ways that can optimize opportunities for young children’s development. In this statement the definition of technology tools encompasses a broad range of digital devices such as computers, tablets, multi-touch screens,interactive whiteboards, mobile devices, cameras, audio recorders, electronic toys, games, e-book readers, and older analog devices still being used such as tape recorders, record and cassette players, projectors, and microscopes.

           By appropriately and intentionally using the technology of his day – broadcast television – to connect with each individual child and with parents and families, it is demonstrated the positive potential of using technology and media in ways that are grounded in principles of child development.

The author hold the assumption  that ....

           Television was once the newest technology in our homes, and then came videos and computers. Today’s children are growing up in a rapidly changing digital age that is far different from their parents. A variety of technologies are all around us in our homes, officies, and schools. When used wisely, technology and media can support learning and relationships. Enjoyable and engaging shared experiences that optimize the potential for children’s learning and development can support children’s relationships both with adults and their peers.

           Based on some evidence by research, there has never been more important time to apply principles of development and learning when considering the use of cutting-edge technologies and new media as the so-called interactive media. Interactive media refers to digital and analog materials. Including software programs, applications (apps), some children’s relevision programming, e-books, the internet, and other forms of content designed to facilitate active and creative use by young children and to encourage social engagement with other children and adults.

           When the integration of technology and interactive media in early childhood programs is built upon solid developmental foundations, and early childhood professionals are aware of both the challenges and the opportunities, educators are positioned to improve program quality by intentionally leveraging the potential of technology and media for the benefit of every child.

           This statement provides guidance for early childhood educators about the use of technology and interactive media in ways that can optimize opportunities for young children’s development. In this statement the definition of technology tools encompasses a broad range of digital devices such as computers, tablets, multi-touch screens,interactive whiteboards, mobile devices, cameras, audio recorders, electronic toys, games, e-book readers, and older analog devices still being used such as tape recorders, record and cassette players, projectors, and microscopes.

           By appropriately and intentionally using the technology of his day – broadcast television – to connect with each individual child and with parents and families, it is demonstrated the positive potential of using technology and media in ways that are grounded in principles of child development.

The author would apparently agree on the idea that ....

           Television was once the newest technology in our homes, and then came videos and computers. Today’s children are growing up in a rapidly changing digital age that is far different from their parents. A variety of technologies are all around us in our homes, officies, and schools. When used wisely, technology and media can support learning and relationships. Enjoyable and engaging shared experiences that optimize the potential for children’s learning and development can support children’s relationships both with adults and their peers.

           Based on some evidence by research, there has never been more important time to apply principles of development and learning when considering the use of cutting-edge technologies and new media as the so-called interactive media. Interactive media refers to digital and analog materials. Including software programs, applications (apps), some children’s relevision programming, e-books, the internet, and other forms of content designed to facilitate active and creative use by young children and to encourage social engagement with other children and adults.

           When the integration of technology and interactive media in early childhood programs is built upon solid developmental foundations, and early childhood professionals are aware of both the challenges and the opportunities, educators are positioned to improve program quality by intentionally leveraging the potential of technology and media for the benefit of every child.

           This statement provides guidance for early childhood educators about the use of technology and interactive media in ways that can optimize opportunities for young children’s development. In this statement the definition of technology tools encompasses a broad range of digital devices such as computers, tablets, multi-touch screens,interactive whiteboards, mobile devices, cameras, audio recorders, electronic toys, games, e-book readers, and older analog devices still being used such as tape recorders, record and cassette players, projectors, and microscopes.

           By appropriately and intentionally using the technology of his day – broadcast television – to connect with each individual child and with parents and families, it is demonstrated the positive potential of using technology and media in ways that are grounded in principles of child development.

How does the second sentence relate to the first sentence in paragraph 2? The second  sentence ....

          As we sail through the 21^st century, technology in the classroom is becoming more and more predominant. Tablets are replacing our textbooks, and we can research just about anything that we want on our smartphones. Social media has become commonplace, and the way we use technology has completely transformed the way we live.

          Educators, too, have seen firsthand the benefits of technology in the classroom. According to a study by IT Trade Association CompTIA just released this month, around 75 percent of educators think that technology has a positive impact on the education process. Educators also recognize the importance of developing these technological skills in students so they will be prepared to enter the workforce once they complete their schooling.

          The impact that technology has had on today’s schools has been quite significant. This widespread adoption of technology has completely changed how teachers teach and students learn. Teachers are learning how to teach with emerging technologies (tablets, iPads, Smart Boards, digital cameras, and computers), while students are using advanced technology to shape how they learn. By embracing and integrating technology in the classroom, we are setting our students up for a successful life outside of school.

          A few benefits of using technology are obvious. Technology in the classroom makes learning more fun. Technology not only prepares students for the future , but also improves retention rates. Besides, technology helps students learn at their own pace, and technology connects learning resources with students.

          As technology changes very fast, educators need to keep up with the times in order to best prepare students for this ever-changing world that we live in. while we just saw how integrating technology into the classroom has its benefits, it is important to note that traditional learning processes are just as essential. Take time to learn about each element of ed-tech that you will incorporate into your classroom.

One of the negative effects of technology on the educations is that ....

          As we sail through the 21^st century, technology in the classroom is becoming more and more predominant. Tablets are replacing our textbooks, and we can research just about anything that we want on our smartphones. Social media has become commonplace, and the way we use technology has completely transformed the way we live.

          Educators, too, have seen firsthand the benefits of technology in the classroom. According to a study by IT Trade Association CompTIA just released this month, around 75 percent of educators think that technology has a positive impact on the education process. Educators also recognize the importance of developing these technological skills in students so they will be prepared to enter the workforce once they complete their schooling.

          The impact that technology has had on today’s schools has been quite significant. This widespread adoption of technology has completely changed how teachers teach and students learn. Teachers are learning how to teach with emerging technologies (tablets, iPads, Smart Boards, digital cameras, and computers), while students are using advanced technology to shape how they learn. By embracing and integrating technology in the classroom, we are setting our students up for a successful life outside of school.

          A few benefits of using technology are obvious. Technology in the classroom makes learning more fun. Technology not only prepares students for the future , but also improves retention rates. Besides, technology helps students learn at their own pace, and technology connects learning resources with students.

          As technology changes very fast, educators need to keep up with the times in order to best prepare students for this ever-changing world that we live in. while we just saw how integrating technology into the classroom has its benefits, it is important to note that traditional learning processes are just as essential. Take time to learn about each element of ed-tech that you will incorporate into your classroom.

Based on the passage, the word transformed in line 3 means ....

          As we sail through the 21^st century, technology in the classroom is becoming more and more predominant. Tablets are replacing our textbooks, and we can research just about anything that we want on our smartphones. Social media has become commonplace, and the way we use technology has completely transformed the way we live.

          Educators, too, have seen firsthand the benefits of technology in the classroom. According to a study by IT Trade Association CompTIA just released this month, around 75 percent of educators think that technology has a positive impact on the education process. Educators also recognize the importance of developing these technological skills in students so they will be prepared to enter the workforce once they complete their schooling.

          The impact that technology has had on today’s schools has been quite significant. This widespread adoption of technology has completely changed how teachers teach and students learn. Teachers are learning how to teach with emerging technologies (tablets, iPads, Smart Boards, digital cameras, and computers), while students are using advanced technology to shape how they learn. By embracing and integrating technology in the classroom, we are setting our students up for a successful life outside of school.

          A few benefits of using technology are obvious. Technology in the classroom makes learning more fun. Technology not only prepares students for the future , but also improves retention rates. Besides, technology helps students learn at their own pace, and technology connects learning resources with students.

          As technology changes very fast, educators need to keep up with the times in order to best prepare students for this ever-changing world that we live in. while we just saw how integrating technology into the classroom has its benefits, it is important to note that traditional learning processes are just as essential. Take time to learn about each element of ed-tech that you will incorporate into your classroom.

What does the passage mainly deal with? 

             This finding implies that the high level of consumption of added sugars among teenagers may result in lower levels of high density lipoprotein levels (HDL), the good cholesterol, and higher levels of triglycerides and low density lipoproteins (LDL), the bad cholesterol. “This is first study about the association of added sugars and the indicators of heart disease risk in adolescent,” said Jean Welsh, study author and post-doctoral fellow at Emory University in Atlanta, Ga. “The higher consumers of added sugar have more unfavorable cholesterol levels. The concern is long-term exposure would place them at risk for heart disease later in adulthood.”

            Teenagers with the highest levels of added sugar consumption at more than 30 percent of total energy had 49.5 milligrams/deciliter (mg/dL) compared to 54 mg/dL of HDL levels in those with the lowest levels of added sugar consumption – a 9 percent difference. Previous studies indicate that the largest contributors of added sugars to the diet are sugary beverages such as sodas, fruit drinks, and teas. Welsh said.

            The study included dietary recall from one 24-hour period that researchers merged with sugar content data from the U.S. Department of Agriculture. Researchers estimated cardiovascular risks by added sugar consumption of less than 10 percents up to more than 30 percent of daily total enegy. Two days of dietary data were used among a subsample of 646 adolescents.

            The findings remained consistent. Those with higher intake of added sugar had higher LDL levels of 94.3 mg/dL compared to 86.7 in thoses with the lowest levels, a 9 percent difference. Triglyceride levels in those with the highest consumption were 79 mg/dL compared to 71.7 mg/dL among the lowest, a 9 percent difference. Overweight or obese adolescents with the highest level of added sugar consumption had increased sign of insulin resistance.

            The researchers used cross-sectional data so they cannot know if added sugar intake caused the differing cholesterol levels, only that they are linked. They also assessed the diet using one 24-hour recall of intake, which may not reflect on a person’s usual intake.

Based on the passage, it can ve hypothesized that the more sugar teenagers consume, the ....

             This finding implies that the high level of consumption of added sugars among teenagers may result in lower levels of high density lipoprotein levels (HDL), the good cholesterol, and higher levels of triglycerides and low density lipoproteins (LDL), the bad cholesterol. “This is first study about the association of added sugars and the indicators of heart disease risk in adolescent,” said Jean Welsh, study author and post-doctoral fellow at Emory University in Atlanta, Ga. “The higher consumers of added sugar have more unfavorable cholesterol levels. The concern is long-term exposure would place them at risk for heart disease later in adulthood.”

            Teenagers with the highest levels of added sugar consumption at more than 30 percent of total energy had 49.5 milligrams/deciliter (mg/dL) compared to 54 mg/dL of HDL levels in those with the lowest levels of added sugar consumption – a 9 percent difference. Previous studies indicate that the largest contributors of added sugars to the diet are sugary beverages such as sodas, fruit drinks, and teas. Welsh said.

            The study included dietary recall from one 24-hour period that researchers merged with sugar content data from the U.S. Department of Agriculture. Researchers estimated cardiovascular risks by added sugar consumption of less than 10 percents up to more than 30 percent of daily total enegy. Two days of dietary data were used among a subsample of 646 adolescents.

            The findings remained consistent. Those with higher intake of added sugar had higher LDL levels of 94.3 mg/dL compared to 86.7 in thoses with the lowest levels, a 9 percent difference. Triglyceride levels in those with the highest consumption were 79 mg/dL compared to 71.7 mg/dL among the lowest, a 9 percent difference. Overweight or obese adolescents with the highest level of added sugar consumption had increased sign of insulin resistance.

            The researchers used cross-sectional data so they cannot know if added sugar intake caused the differing cholesterol levels, only that they are linked. They also assessed the diet using one 24-hour recall of intake, which may not reflect on a person’s usual intake.

The author's attitude regarding the topic is ....

             This finding implies that the high level of consumption of added sugars among teenagers may result in lower levels of high density lipoprotein levels (HDL), the good cholesterol, and higher levels of triglycerides and low density lipoproteins (LDL), the bad cholesterol. “This is first study about the association of added sugars and the indicators of heart disease risk in adolescent,” said Jean Welsh, study author and post-doctoral fellow at Emory University in Atlanta, Ga. “The higher consumers of added sugar have more unfavorable cholesterol levels. The concern is long-term exposure would place them at risk for heart disease later in adulthood.”

            Teenagers with the highest levels of added sugar consumption at more than 30 percent of total energy had 49.5 milligrams/deciliter (mg/dL) compared to 54 mg/dL of HDL levels in those with the lowest levels of added sugar consumption – a 9 percent difference. Previous studies indicate that the largest contributors of added sugars to the diet are sugary beverages such as sodas, fruit drinks, and teas. Welsh said.

            The study included dietary recall from one 24-hour period that researchers merged with sugar content data from the U.S. Department of Agriculture. Researchers estimated cardiovascular risks by added sugar consumption of less than 10 percents up to more than 30 percent of daily total enegy. Two days of dietary data were used among a subsample of 646 adolescents.

            The findings remained consistent. Those with higher intake of added sugar had higher LDL levels of 94.3 mg/dL compared to 86.7 in thoses with the lowest levels, a 9 percent difference. Triglyceride levels in those with the highest consumption were 79 mg/dL compared to 71.7 mg/dL among the lowest, a 9 percent difference. Overweight or obese adolescents with the highest level of added sugar consumption had increased sign of insulin resistance.

            The researchers used cross-sectional data so they cannot know if added sugar intake caused the differing cholesterol levels, only that they are linked. They also assessed the diet using one 24-hour recall of intake, which may not reflect on a person’s usual intake.

What topic does the paragraph preceding the passage most likely discuss?

Considering the harmful enviromental effects produced by pollution, overpopulation and depletion of natural resources, numerous scholars and public officials have called for increased urgency in motivating people to engage in pro-environmental behaviors. One significant way of meeting such calls involves our behavior as consumers. For example, people often have the option of switching from conventional products to energy-efficient or reusable "green" products. Yet, while green options are becoming more widely available, many barriers to change remain. For instance, people are notoriously reluctant to change familiar patterns of behavior and making a switch to green behaviors often necessitates making sacrifices (e.g, paying more for a less effective product)

Based on research on energy conservation in the wake of the 1970s energy crisis, researchers have continued to investigate strategies that promote conservation behaviors. However, they need to consider the underlying motives for conservation in order to develop an effective strategy. In fact, those motives have been identified. Each of them suggests different strategies for stimulating conservation. Therefore, public officials should choose one best strategy to conserve environment.

According to an enviromental concern perspective, people are assumed to engage in conservation primarily because they, at some level, basically care about the security of the planet and its inhabitants. To motivate green behavior from this perspective, an effective strategy involves better informing people about the plight of the environment. Accordingly, information campaigns about the dangerous state of the planet should lead people to behave in a pro-enviromental fashion, even if going green requires some sacrifice on the part of consumers. In contrast, a rational economic perspective suggests that conservation is primarily determined by economic reasons. As a result, an effective way to motivate people to go green is by making green products cheaper, more efficient and providing consumers with financial incentives (e.g.,tax breaks) to buy them. The motives related to environmental concern and economic advantage can certainly spur conservation

(Adapted form : Journal of Personality and Social Psychology, 2010, Vol. 98, No.3, 392-404)

The author highlights the harmful enviromental effects followed by .....