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KUPAS TUNTAS RAHASIA TES ACEPT UGM (PART 1:

LISTENING COMPREHENSION)
Posted on September 15, 2012 by Mr Frans Cleophas

1. Sebelum anda mendengarkan pernyataan dari tape recorder/suara narator, sebaiknya anda
melihat terlebih dahulu jawaban/pilihan A,B,C,D pada lembar soal.
2. Bacalah sepintas lalu (scanning) setiap kalimat pada pilihan A,B,C,D.
3. Perhatikan secara seksama, ada beberapa kata dari setiap pilihan A,B,C,D yang tulisannya
sama/diulang lebih dari satu kali.
4. Kata – kata yang diulang itu merupakan TOPIK PEMBICARAAN.
5. Arahkan/fokus pikiran anda pada topik itu.
6. Dengarkan pernyataan pada tape recorder/narator.
7. Ada kata/kelompok kata yg merupakan KATA KUNCI dari pernyataan narator.
8. Buatlah KESIMPULAN dari kata kunci itu/CARI KATA LAIN/PENRNYATAAN LAIN yg mempunyai
makna yang mirip/sama dengan kata kunci itu.
9. Kesimpulan/kata lain/pernyataan lain/sinonim dari kata kunci itu merupakan jawaban yg benar.

Perhatikan contoh berikut: Anda akan mendengarkan pernyataan dari narrator/tape recorder sbb:

1. The assignment is due the day after tomorrow. No extension will be given for this.

A. Simon is doing his job well, and they mentioned it.

B. You must do the assignment the day after tomorrow.

C. No sanction is given if you do the assignment the day after tomorrow.

D. It’s better for you to complete the task right away.

Dari contoh di atas, dapat kita simpulkan bahwa topik dari pernyataan narrator adalah tentang
ASSIGNMENT. Perhatikan kata assignment pada pilihan B dan C diulang dua kali.

KATA KUNCI pada pernyataan narrator adalah assignment (tugas), due (jatuh tempo) the day
after tomorrow, No extension (tdk ada perpanjangan waktu).

Maka pilihan yang paling tepat adalah (D) It’s better for you to complete the task right away.

Alasannya, kata “assignment” (tugas) pada pernyataan narrator mempunyai makna yg sama
dengan “task” (tugas) pada pilihan (D). Selain itu, kelompok kata “due the day after tomorrow”
dan “No extension” dapat kita simpulkan dgn pernyataan lain yakni “It’s better for you to
complete the task right away” (sebaiknya dikerjakan sekarang).
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Tips ini berlaku untuk Tes AcEPT Part 1 Listening Comprehension (NOMOR 1 – 10). Mudah –
mudahan tips saya ini dapat bermanfaat bagi teman – teman semua. Tips yang lain akan saya
bahas dilain kesempatan.

Contoh Soal Tes Acept UGM: Vocabulary Test

Bagian kedua tes AcEPT, yakni Vocabulary menguji pengetahuan Anda tentang kosakata bahasa Inggris
yang lazim digunakan dalam dunia akademik. Bagian tes yang diberi label nama Vocabulary ini dibagi ke
dalam dua bagian, yakni Bagian A dan Bagian B. Bagian A menguji kemampuan Anda menggunakan
kosakata dalam konteks bacaan, berupa Cloze Test; sementara Bagian B menguji kemampuan Anda
tentang pasangan kata dalam konteks kalimat (ko-lokasi).

Pada tes bagian A Anda akan diberi paparan teks bacaan yang di dalamnya terdapat bagian yang
dihilangkan, dan tugas Anda adalah memilih opsi yang paling tepat (A, B,C, atau D) untuk bisa mengisi
bagian kosong dalam bacaan tersebut.

Sementara pada bagian B Anda akan diuji memilih kata yang secara tepat mengisi pasangan kata lainnya
yang telah diberi garis bawah.

Perhatikan contoh berikut:

Contoh soal VOCABULARY (Bag A)

For questions 1 – 15, choose the word or phrase in A, B, C, or D which best completes each
blank space in the text.

This research aims at (1) ——- the correlation between the time spent between children and
parents and the choice of the language made by the children in their daily interaction with the
neighboring children in a multicultural community. The major source of (2) ———– is the
longitudinal report of the language use between the family in their daily interaction from 2005 –
2010. Etc

1. A. knowing
B. comprehending
C. admitting
D. investigating
2. A. knowledge
B. supply
C. data
D. entry
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Contoh soal VOCABULARY (Bag B)

Choose the word or phrase in A, B, C, or D that best collocates (combines) with each of the
underlined words or phrases in the following sentences.

1. Mr. Young looked at my first two printouts and ———– to the conclusion that I was arguing
for Method A. In reality though, I think Method B is better.
A. jumped
B. ran
C. drew
D. pulled

2. Almost everybody takes a very strong interest —— her method of raising her rowdy children.
A. in
B. with
C. on
D. at

CARA YANG LAZIM DIGUNAKAN UNTUK MENGERJAKAN SOAL BAGIAN A

Perhatikan bahwa semua kata yang disediakan sebagai pilihan jawaban pada contoh soal nomor
1, merupakan kata kerja berbentuk –ing. Ini berarti, dari segi gramatika, semua pilihan ini tidak
perlu dipersoalkan. Artinya, untuk mengerjakan soal jenis ini, Anda tidak dapat menggunakan
analisis gramatika sebagai strategi Anda untuk mengatasi persoalan ini. Yang harus Anda
lakukan untuk mengatasi soal-soal seperti ini adalah analisis ‘semantik’ (analisis makna) dengan
membaca teks secara cepat tapi hati-hati, dan mempertimbangkan konteks yang ada. Amat
disarankan, Anda seintensif mungkin membaca artikel-artikel ilmiah yang ditulis dalam jurnal
internasional berbahasa Inggris seraya mempelajari kata-kata yang biasa digunakan dalam
penulisan tersebut. Pertimbangannya adalah karena materi tes ini amat bernuansa akademik dan
lebih banyak berkiblat ke artikel-artikel jurnal seperti itu sehingga peserta yang terbiasa dengan
bacaan jurnal-jurnal internasional kemungkinan besar akan terbantu dengan ‘famililiaritas’ yang
bersangkutan dengan kata-kata yang lazim dipakai dalam penulisan jurnal.
Dalam contoh latihan di atas, nuansa ilmiah tergambar dalam pilihan-pilihan kata yang
digunakan dalam teks tersebut. Perhatikan bagian berikut:
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This research aims at (1) ——-

Kata-kata yang mengawali teks di atas, yakni

mengarahkan pembaca pada pilihan kata-kata tertentu lainnya yang lazim digunakan dalam
laporan penelitian. Dengan melihat bagian lanjutan dari kalimat tersebut, yakni :

seorang peserta tes akan dapat memilih kata yang secara tepat konteks mengisi kekosongan yang
ada pada bagian kalimat tersebut. Tentu, bagi yang terbiasa menulis atau membaca laporan
penelitian atau jurnal ilmiah internasional, kata-kata yang dapat masuk dalam slot kalimat di atas
sudah dapat diprediksi. Bagi peserta tes yang tidak memiliki pengalaman sama sekali dalam hal
membaca jurnal-jurnal berbahasa Inggris, disarankan untuk mempelajari karakter penulisan
jurnal ilmiah berbahasa Inggris. Ini adalah sisi positif dari tes ini; kita dapat belajar untuk
persiapan tes AcEPT sekaligus belajar mengenal atau bahkan menulis teks-teks ilmiah berbahasa
Inggris.
Untuk contoh soal nomor 1, pilihan yang secara tepat mengisi bagian kosong pada soal nomor 1
adalah D. investigating. Alasannya pilihan kata ini secara kontekstual paling tepat mengisi
bagian yang kosong tersebut. Agar kita mampu secara tepat memilih opsi, kita harus mengenal
betul kata-kata yang lazim digunakan dalam konteks bernuansa akademik. Peserta tes dapat pula
mencermati hubungan antar kata dalam kalimat yang didalamnya terkandung kata yang
dipersoalkan, seraya memastikan maksud penulis teks tersebut.

Dari konteks yang ada, jika kita menghubungkan bagian-bagian yang bergaris bawah, yakni
source dan the longitudinal report, kita dapat meyakini bahwa kata yang tepat mengisi bagian
kosong tersebut adalah kata data. Kata-kata (pilihan) yang lain seperti (A) knowledge, (B)
supply, dan (D) entry tidak memenuhi keserasian konteks.

CARA YANG LAZIM DIGUNAKAN UNTUK MENGERJAKAN SOAL BAGIAN B

Apabila dicermati, soal Vocabulary bagian B tampak jelas menguji kemampuan peserta tes
menghubungkan satu kata yang tersedia dalam pilihan A, B, C, atau D dengan kata yang bergaris
bawah. Inilah yang disebut COLLOCATION atau kolokasi. Kolokasi adalah sepasang kata atau
kelompok kata yang saling sesuai satu sama lain karena kecocokan kata dengan pasangan kata
tersebut. Beberapa kolokasi merupakan pasangan kata yang ‘fixed’ tak bisa diganggu gugat;
beberapa lainnya terbuka dengan pasangan lain yang jumlahnya terbatas.
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Contoh pasangan yang ‘fixed’:

Satu-satunya kata kerja yang dapat mendampingi kata ‘photo’ adalah kata ‘take’. Kita bisa
mengatakan bahwa kata ‘photo’ berkolokasi dengan kata ‘take’. Tidak ada kata lain yang bisa
masuk mengganti sebuah kata dalam ‘hubungan intim’ kedua kata tersebut (lihat McCharty and
O’Dell, 2000).

Contoh pasangan yang ‘terbuka’ dengan kata (terbatas) lain:

Contoh di atas menunjukkan bahwa frasa the rule dapat berkolokasi

dengan kata keep atau stick.

Kata-kata yang berkolokasi tidak dapat dipaksa untuk bisa dipasangkan dengan kata-kata lain
yang tidak berkolokasi. Perhatikan bahwa kata ‘fast’ dalam frasa “fast food” tidak bisa diganti
dengan kata ‘quick’ untuk membentuk frasa “quick food”. Frasa ‘quick food’ tidak bisa diterima
dalam kontruksi frasa bahasa Inggris karena kedua kata yang membangun frasa tersebut tidak
berkolokasi. Sebaliknya, kata ‘quick’ dalam frasa ‘quick glance’ tidak bisa diganti dengan kata
‘fast’ untuk membentuk frasa ‘fast glance’. Frasa ‘fast glance tidak dapat diterima dalam
konsttruksi frasa bahasa Inggris karena kedua kata yang membangun frasa tersebut
tidak berkolokasi.

Perhatikan kembali contoh soal nomor 1 di atas:

1. Mr. Young looked at my first two printouts and ———– to the conclusion that I was arguing
for Method A. In reality though, I think Method B is better.

A. jumped
B. ran
C. drew
D. pulled

Yang diberi garis bawah dalam kalimat soal adalah frasa to the conclusion. Kata yang
berkolokasi dengan frasa tersebut adalah (A). jumped, sehingga keduanya jika
dihubungkan akan membentuk frasa jumped to the conclusion. Kata-kata yang lain seperti (B)
ran, (C) drew, atau (D) pulled tidak ada yang berkolokasi dengan frasa to the conclusion. Kita
tidak bisa mengatakan (B) ran to the conclusion, (C) drew to the conclusion, atau pun (D) pulled
to the conclusion.
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Perhatikan juga contoh soal nomor 2 di atas.

2. Almost everybody takes a very strong interest —— her method of raising her rowdy children.
A. in
B. with
C. on
D. at

Kata yang bergaris bawah dalam kalimat tersebut adalah interest. Kata tersebut berkolokasi
dengan kata in. Jadi jawaban yang terpat untuk contoh soal nomor 2 adalah (A) in. Dalam
bahasa Indonesia orang bisa mengatakan “Saya tertarik dengan pilihannya. Sekalipun demikian,
saat kita menterjemahkan kaliamat tersebut ke dalam bahasa Inggris, kita tidak bisa
mengatakan I am interested with her choice karena kata interested tidak berkolokasi dengan
kata with. Kalimat di atas bisa kita terjemahkan menjadi I am interested in her choice.
Untuk meningkatkan kemampuan memasangkan kata dalam ‘kolokasi’ diperlukan pengetahuan
memadai tentang kata-kata yang berkolokasi.

Cara yang dapat digunakan untuk meningkatkan pengetahuan kolokasi ini adalah dengan cara

(1) membaca teks berbahasa Inggris seintensif mungkin, yakni dengan memperhatikan kata-kata
yang digunakan dalam teks bacaan; atau

(2) mempelajari/menghafal kata-kata yang berkolokasi dalam buku-buku Vocabulary yang

membahas Kolokasi.

Soal tes Acept UGM: Reading Comprehension Test

READING COMPREHENSION TEST

Tes Reading Comprehension dalam tes AcEPT memiliki kesamaan dengan tes TOEFL sekaligus
juga perbedaan. Kesamaan kedua tes ini terletak pada tren soal dan tingkat kesulitannya;
sementara perbedaannya terletak pada orientasi bacaan. Jika teks bacaan dalam tes TOEFL lebih
menitikberatkan pada informasi yang condong ke Amerika dan Kanada, maka AcEPT lebih
bersifat global, yakni dapat berisi informasi tentang hal-hal yang berhubungan dengan Amerika,
Kanada, Inggris, Australia, Asia, ataupun Afrika.

Tes Reading Comprehension dalam AcEPT berisi 40 butir pertanyaan dengan waktu pengerjaan
40 menit. Waktu yang terbatas ini harus digunakan untuk membaca empat buah teks akademik
dari disiplin ilmu yang berbeda-beda yang masing-masing tersusun atas 400 – 500 kata. Setiap
teks bacaan diikuti oleh 10 butir pertanyaan. Gambaran ini menunjukkan betapa perlunya
seorang calon peserta tes mempersiapkan langkah-langkah taktis untuk mengerjakan Reading
Comprehension ini.
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Rahasia Reading Comprehension

Jika Anda ingin sukses mengerjakan bagian ini maka Anda harus mengetahui ‘Rahasia’ Reading
Comprehension. Pada bagian ini anda akan ditunjukkan rahasianya, yakni ‘apa yang diujikan’
dan ‘bagaimana mempersiapkan diri menghadapi tes ini’. Tidak banyak orang tahu bahwa tes
Reading Comprehension, entah itu tes TOEFL, EPT, ataupun AcEPT sebenarnya mengujikan hal
yang tidak jauh berbeda, yakni tentang simpul-simpul penting dalam sebuah teks bacaan. Jadi
sekalipun teks bacaan yang harus Anda hadapi tidak sesuai dengan bidang Anda, tidak ada
alasan bagi Anda untuk menyerah saat menghadapi tes ini. Yang Anda perlukan adalah
mengetahui simpul-simpul bacaan.

Materi Uji Reading Comprehension

No. Soal-Soal Diujikan:

1 Main Idea Questions

2 Vocabulary Questions
3 Factual Questions
4 Inference Questions
5 Reference Questions
6 Paragraph Organizations Ques¬tions
7 Analogy Questions
8 Viewpoint Questions

Sebelum Anda mengikuti tes AcEPT yang sebenarnya alangkah baiknya Anda mempersiapkan
diri dengan sebaik-baiknya karena tes AcEPT ini memiliki tingkat kesulitan tinggi. Persiapan
yang terlalu singkat tidak akan membuahkan hasil optimal. Saran ini tidak hanya berlaku untuk
tes AcEPT tapi untuk semua tes bahasa Inggris yang Anda hadapi.

LATIHAN-1 READING

READING TEXT

Choose the best answer to each question based on the information which is stated or implied in
the text.

No student of a foreign language needs to be told that grammar is complex. By changing word
sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate
tiny variations in meaning. We can turn a statement into a question, state whether an action has
taken place or is soon to take place, and perform many other word tricks to convey subtle
differences in meaning. Nor is this complexity inherent to the English language. All languages,
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even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee
pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’
and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude
pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how
widespread it is. So the question which has baffled many linguists is – who created grammar?
At first, it would appear that this question is impossible to answer. To find out how grammar is
created, someone needs to be present at the time of a language’s creation, documenting its
emergence. Many historical linguists are able to trace modern complex languages back to earlier
languages, but in order to answer the question of how complex languages are actually formed,
the researcher needs to observe how languages are started from scratch. Amazingly, however,
this is possible.

Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves
from a number of different ethnicities were forced to work together under colonizer’s rule. Since
they had no opportunity to learn each other’s languages, they developed a make-shift language
called a pidgin. Pidgins are strings of words copied from the language of the landowner. They
have little in the way of grammar, and in many cases it is difficult for a listener to deduce when
an event happened, and who did what to whom. [A] Speakers need to use circumlocution in
order to make their meaning understood. [B] Interestingly, however, all it takes for a pidgin to
become a complex language is for a group of children to be exposed to it at the time when they
learn their mother tongue. [C] Slave children did not simply copy the strings of words uttered by
their elders, they adapted their words to create a new, expressive language. [D] Complex
grammar systems which emerge from pidgins are termed creoles, and they are invented by
children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are
not simply a series of gestures; they utilise the same grammatical machinery that is found in
spoken languages. Moreover, there are many different languages used worldwide. The creation
of one such language was documented quite recently in Nicaragua. Previously, all deaf people
were isolated from each other, but in 1979 a new government introduced schools for the
deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds
they began to invent their own sign system, using the gestures that they used at home. It was
basically a pidgin. Each child used the signs differently, and there was no consistent
grammar. However, children who joined the school later, when this inventive sign system was
already around, developed a quite different sign language. Although it was based on the signs of
the older children, the younger children’s language was more fluid and compact, and it utilised a
large range of grammatical devices to clarify meaning. What is more, all the children used the
signs in the same way. A new creole was born.

Some linguists believe that many of the world’s most established languages were creoles at
first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It
ended’mayonce have been’It end-did’. Therefore it would appear that even the most widespread
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languages were partly created by children. Children appear to have innate grammatical
machinery in their brains, which springs to life when they are first trying to make sense of the
world around them. Their minds can serve to create logical, complex structures, even when there
is no grammar present for them to copy.

1 In paragraph 1, why does the writer include information about the Cherokee language?
(A) To show how simple, traditional cultures can have complicated grammar structures.
(B) To show how English grammar differs from Cherokee grammar.
(C) To prove that complex grammar structures were invented by the Cherokees.
(D) To demonstrate how difficult it is to learn the Cherokee language.

2 What can be inferred about the slaves’ pidgin language?

(A) It contained complex grammar.

(B) It was based on many different languages.
(C) It was difficult to understand, even among slaves.
(D) It was created by the land-owners.

3 All the following sentences about Nicaraguan sign language are true EXCEPT:
(A) The language has been created since 1979.
(B) The language is based on speech and lip reading.
(C) The language incorporates signs which children used at home.
(D) The language was perfected by younger children.

4. In paragraph 3, where can the following sentence be placed?

It included standardised word orders and grammatical markers that existed in neither the pidgin
language, nor the language of the colonizers.

(A) A
(B) B
(C) C
(D) D

5 ’From scratch’ in paragraph 2 is closest in meaning to:

(A) from the very beginning
(B) in simple cultures
(C) by copying something else
(D) by using written information
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6 ’Make-shift’ in paragraph 3 is closest in meaning to:

(A) complicated and expressive
(B) simple and temporary
(C) extensive and diverse
(D) private and personal

7 Which sentence is closest in meaning to the highlighted sentence?

Grammar is universal and plays a part in every language, no matter how widespread it is.
(A) All languages, whether they are spoken by a few people or a lot of people, contain grammar.
(B) Some languages include a lot of grammar, whereas other languages contain a little.
(C) Languages which contain a lot of grammar are more common that languages that contain a
little.
(D) The grammar of all languages is the same, no matter where the languages evolved.

8 All of the following are features of the new Nicaraguan sign language EXCEPT:
(A) All children used the same gestures to show meaning.
(B) The meaning was clearer than the previous sign language.
(C) The hand movements were smoother and smaller.
(D) New gestures were created for everyday objects and activities.

9 Which idea is presented in the final paragraph?

(A) English was probably once a creole.
(B) The English past tense system is inaccurate.
(C) Linguists have proven that English was created by children.
(D) Children say English past tenses differently from adults.

10 Look at the word ‘consistent’ in paragraph 4. This word could best be replaced by which of
the following?
(A) natural
(B) predictable
(C) imaginable
(D) uniform
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Tes AcEPT: Part V Composing Skills (Jumbled Sentence)

Posted on Agustus 26, 2011 by Mr Frans Cleophas

Soal nomor 37 – 40 berisi kalimat-kalimat yang tidak disusun dengan urutan yang logis. Anda
diminta untuk memilih opsi yang menujukkan urutan kalimat logis yang membentuk paragraph.

Exercise 1

Look at the following text about growing cotton in India. The paragraphs have not been printed
in the correct order. Arrange the paragraphs in the correct order. Remember that the topic of one
paragraph should follow logically from the topic of the last paragraph and should lead on to the
topic of the next paragraph.

(A) Most of the farmers are extremely poor. Attracted by cheap loans from pesticides traders and
the prospect of a quick buck, they borrowed heavily to raise cotton on small plots of land.

(B) According to the Ministry of Agriculture, the crop losses and destruction in Andhra Pradesh
arose from the repeated application of excessive amounts of chemicals – a practice actively
encouraged by pesticides traders.

(C) The suicide of Samala Mallaiah in Nagara village grabbed media headlines. He owned one
acre of land, leased two more and grew cotton on all three. After making a loss in the first year,
he leased yet more land in an attempt to recover. Confronted with falling prices, mounting debts
and pest attacks, he committed harakiri. ‘Cotton has given us shattered dreams,’ said one old
farmer in Nagara village.

(D) As many as 60,000 small farmers in the region of Andhra Pradesh, southern India, have
taken to farming cotton instead of food crops. Some 20 of them have recently committed suicide
by eating lethal doses of pesticide.

(E) Whitefly, boll weevils and caterpillars multiplied and destroyed their crops, despite the
constant application of pesticides. The average yield of cotton fields in Andhra Pradesh fell by
more than half in just one year. Now the farmers are in no position to repay the loans or feed
their families.

(F) Nearly half the pesticides used in India go into protecting cotton, the most important
commercial crop in the country. However, pests have shown increased immunity to a range of
pesticides. Last year there were heavy crop losses due to leaf-curl, which is caused by the
dreaded whitefly. This nondescript, milky-white fly sucks sap from the cotton leaves, making
them curl and dry up. The fly struck first in Pakistan and north-western India. Then it turned
south. (New Internationalist, June 1998, p. 13)
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A) A C F E B D B) D A E C F B C) E A C F B D D) C D A E F B E) B D A C F E

Paragraphs – answers (berikut adalah urutan kronologis bacaan yang benar)

Jawaban yang benar adalah (B) D A E C F B

As many as 60,000 small farmers in the region of Andhra Pradesh, southern India, have taken to
farming cotton instead of food crops. Some 20 of them have recently committed suicide by
eating lethal doses of pesticide.

Most of the farmers are extremely poor. Attracted by cheap loans from pesticides traders and the
prospect of a quick buck, they borrowed heavily to raise cotton on small plots of land.

Whitefly, boll weevils and caterpillars multiplied and destroyed their crops, despite the constant
application of pesticides. The average yield of cotton fields in Andhra Pradesh fell by more than
half in just one year. Now the farmers are in no position to repay the loans or feed their families.

The suicide of Samala Mallaiah in Nagara village grabbed media headlines. He owned one acre
of land, leased two more and grew cotton on all three. After making a loss in the first year, he
leased yet more land in an attempt to recover. Confronted with falling prices, mounting debts and
pest attacks, he committed harakiri. ‘Cotton has given us shattered dreams,’ said one old farmer
in Nagara village.

Nearly half the pesticides used in India go into protecting cotton, the most important commercial
crop in the country. However, pests have shown increased immunity to a range of pesticides.
Last year there were heavy crop losses due to leaf-curl, which is caused by the dreaded whitefly.
This nondescript, milky-white fly sucks sap from the cotton leaves, making them curl and dry up.
The fly struck first in Pakistan and north-western India. Then it turned south.

According to the Ministry of Agriculture, the crop losses and destruction in Andhra Padresh
arose from the repeated application of excessive amounts of chemicals – a practice actively
encouraged by pesticides traders.

Catatan: Untuk memastikan urutan cerita yang tepat, silahkan kunjungi website tersebut untuk
mengetahui teks aslinya.
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Tes AcEPT: Part III Grammar and Structure (Cloze Test)

Untuk soal nomor 16 – 25, pilihlah kata atau frasa pada pilihan A, B, C, dan D yang secara tepat
melengkapi bagian-bagian yang kosong dalam teks bacaan.

A cloze test (also cloze deletion test) is an exercise, test, or assessment consisting of a portion of
text with certain words removed (cloze text), where the participant is asked to replace the
missing words. Cloze tests require the ability to understand context and vocabulary in order to
identify the correct words or type of words that belong in the deleted passages of a text. This
exercise is commonly administered for the assessment of native and second language learning
and instruction.

Here’s an example, using a paragraph from Facebook’s privacy policy:

Site activity information. We keep {1}______ of some of the actions {2}______ take on
Facebook, such as {3}______ connections (including joining a group {4}______ adding a
friend), creating a {5}______ album, sending a gift, poking {6}______ user, indicating you
“like” a {7}______, attending an event, or connecting {8}______ an application. In some cases
{9}______ are also taking an action {10}______ you provide information or content
{11}______ us. For example, if you {12}______ a video, in addition to {13}______ the actual
content you uploaded, {14}______ might log the fact that {15}______ shared it.

Here are the missing words from the sample paragraph:

{1} track

{2} you

{3} adding

{4} or

{5} photo

{6} another

{7} post

{8} with

{9} you
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{10} when

{11} to

{12} share

{13} storing

{14} we

{15} you

Exercise:

The strict version of the test requires that students provide the correct term for each blank, while
a looser version has also been used that accepts “partially correct” answers, such as those that are
the correct part of speech (verb, noun, pronoun, etc.). These answers indicate that students are
learning the syntactic rules of language, but are as yet unable to translate these into a semantic
comprehension of the text.

The answers for the spaces are as follows:

To jump to a scene, click __on__ Henry’s shirt pocket. The note pad appears. Then, click on the
options tab. The options page appears. Then, click on the arrows on the right and left side of the
scene pictured near the bottom of the page to flip through the scenes. When you find the scene
you want, click the picture to go there.

Henry’s friend Ginger has a useful item that will help you pinpoint the number of jellybeans in
Mr. Sherman’s jar. It is called the solution tester, and Ginger will let you use it whenever you
would like. You have to find some clues to put into the solution tester before you use it. Ginger
hangs out in Henry’s tree house, where she works on her own guesses for the Jellybean Contest.
You can get to the tree house using Henry’s note pad. Go to the options page and click on the
tree house.
 15

Tes AcEPT (Error Identification): Part III Grammar and Structure

Posted on Agustus 26, 2011 by Mr Frans Cleophas

From the marked areas A, B, C and D, identify the one that is wrong, correct it.

1. (A) Their most favorite hotel is the Hotel Regent. (B) It is near the beach and (C) is a very
cozy hotel. It is (D) not too expensive, too.

2. I like (A) these kind (B) of hotels too. I don’t (C) go for the big, noisy and (D) expensive
sort.

3. The Amelia Hotel (A) is good as the Radan Hotel, (B) in fact. Actually, I (C) would rather go
to the Amelia. (D) It’s closer to the town.

4. (A) He prefers the (B) Radan Hotel because (C) he feels the service (D) is more better.

5. The Weather Bureau (A) is announced that the rain (B) will continue for (C) another 36
hours. People (D) are advised to stay indoors.

6. Visibility (A) on the roads (B) are very poor. Thus, drivers are advised (C) to be careful,
especially when (D) driving at night.

7. She was (A) kind enough (B) to give me (C) a lot of advices (D) about how to pass the
driving test.

8. (A) I told him, “(B) I have not (C) been told (D) these news”

9. (A) The man was hung as punishment (B) for murdering (C) his five children (D) and his
wife.

10. (A) I made him (B) to confess that (C) he copied your answer (D) during the test.

Answers 1. A 2. A 3. A 4. D 5. A 6. B 7. C 8. D 9. A 10. B

Error identification – Extra practice exercises. Decide which part of the sentence is
grammatically incorrect. Then look at the answers below.

1. I enjoyed study geography at school and now I’ve enrolled at the Economics Faculty.
2. I used to be keen of all scientific subjects but now I would prefer to study art.
 16

3. I want meet your sister when she comes to see you – she sounds very nice.
4. My friends tell the English exam is quite difficult but I’m not worried.
5. The tickets, which are extremely good value, can be buy from large supermarkets.
6. The number of people which asked for the discount was low but grew during the summer
period.
7. He wanted always to be a doctor and after doing medicine he now works in a hospital.
8. The informations they gave us was not very helpful so I consulted the website instead.
9. There isn’t many time, do you think we should get a taxi to the exhibition centre?
10. He graduated in languages in June and is now thinking of do a second degree in psychology.
11. The policeman showed us an identikit picture of the man who steal the car.
12. How long does it take to get the station on foot from your house
13. I was so angry that I took the watch broken to the jewellers to get my money back.
14. He rang me this morning for tell me that he had passed his driving test.
15. I won’t be able to go on holiday this year unless I will get a part-time job.
16. It was so nice day that they decided to have a picnic in the field.
17. I haven’t never seen anybody who rides a horse so well before.
18. My boyfriend always takes me to see horror films, but I don’t like very much.
19. We went to Guatemala last year so we were tired of the usual beach holiday.
20. I’ve gone to Marbella. I remember it well. A busy town with a nice modern promenade and
picturesque ‘piazze’.

ANSWERS WITH EXPLANATIONS

1. I enjoyed studying (‘enjoy’ + ing)

2. keen on (keen + on = essere appassionato di)
3. want to (‘want’+ to + verb)
4. tell me (‘tell’ + person (me/you/him/her etc); nb. ‘say’non è seguito dalla persona)
5. can be bought (to be + past participle = passive)
6. who (relative pronoun ‘who’ = people)
7. always wanted (frequency adverb goes before the main verb)
8. the informations (information = uncountable noun)
9. much time (‘much’ with uncountable nouns, ‘many’ with countable nouns)
10. doing (‘ing’after a preposition)
11. stole (past tense of steal = steal stole stolen)
12. get to (preposition necessary; get to /go to /come to the station, BUT. arrive at/ reach the
station)
13. broken watch (adjective before noun)
14. to tell me (to+base form = per/a scopo di)
15. unless I will get (1° conditional = if/unless/when + present)
16. such a (such a + noun; so + adjective)
 17

17. I haven’t never (double negative)

18. l don’t like them (‘like’ + direct object)
19. as (as = siccome; so = quindi)
20. I’ve been to Madrid (use ‘been’ not ‘gone’ se sei stato e tornato)

Contoh soal tes Acept UGM: Composing Skill (Paraphrase)

Posted on Juli 6, 2014 by Mr Frans Cleophas

Composing Skills merupakan salah satu bagian penting tes AcEPT karena kemampuan
mengerjakan bagian ini akan memberikan gambaran kepada peserta tes tentang potensi
kemampuan menulis dalam bahasa Inggris, dan secara pragmatis, kemampuan mengerjakan
bagian ini akan memberikan kontribusi signifikan dalam scoring. Agar peserta tes dapat
mengantisipasi soal Composing Skills, berikut digambarkan tentang apa yang diujikan dalam
Composing Skill dan bagaimana mempersiapkan diri menghadapi tes ini.

Rahasia Composing Skills.

Composing Skills mengujikan kemampuan menyusun kalimat dalam bahasa Inggris. Yang harus
diperhatikan peserta tes dalam uji kemampuan ini adalah:

(1) bagaimana kalimat itu tersusun, dan

(2) bagaimana kalimat-kalimat itu disusun menjadi sebuah paragraf.

Secara kongkrit, Composing Skills mengujikan hal-hal yang berhubungan dengan:

[A] kemampuan me-rekomposisi atau memparafrasa kalimat (Paraphrasing sentences),

[B] membetulkan atau mengedit bagian yang secara gramatik dianggap error (editing),

[C] menentukan konstruksi kalimat yang berterima (correct sentences), [D] menyusun kalimat
secara logis (logical order), dan

[E] menyusun paragraf dengan cara mengurutkan kalimat-kalimat yang disediakan secara acak
(jumbled sentences).

Agar Anda tahu apa yang harus Anda lakuka untuk soal jenis ini, pelajari instruksi soal untuk
bagian A ini sebagaimana tertulis berikut ini:

Bagian A – Paraphrasing Sentences

Numbers 1 – 10 contain complete and correct sentences. For each number, you are required to
choose the most appropriate paraphrased sentence closest in meaning to the original one.
 18

Soal nomor 1 – 10 berisi kalimat yang telah lengkap dan benar. Untuk masing-masing nomor
Anda diminta memilih parafrasa kalimat A, B, C, dan D yang paling dekat artinya dengan
kalimat asal.

Contoh soal:

1. Fredy has decided to quit her job. I have to turn in his room key.

(A) Fredy, who turned in his room key, has decided to quit his job.

(B) Fredy, whose room key I have to turn in, has decided to quit her job.

(C) Fredy, who had turned in his room key, decided to quit his job.

(D) Fredy, whose room key I have to turn it, he has decided to quit his job.

2. The snapping turtle is actually quite docile. It is believed by many to be an aggressive animal.

(A) The snapping turtle, is believed by many to be an aggressive animal, is actually quite docile.

(B) The snapping turtle, which is believed by many to be an aggressive animal, which is actually
quite docile.

(C) The snapping turtle, believed by many to be an aggressive animal, is actually quite docile.

(D) The snapping turtle, which is believed by many to be an aggressive animal, actually quite
docile.

Yang harus Anda lakukan untuk mengerjakan soal jenis ini adalah dengan mengubah kalimat
sedemikian rupa (dalam pikiran Anda) sehingga kalimat itu dapat berubah menjadi kalimat lain
yang susunan katanya berbeda tetapi memiliki makna yang sama. Itu tugas berat yang harus
dilakukan peserta tes; namun tugas berat ini telah diperingan dengan adanya pilihan-pilihan
jawaban yang sudah disediakan, sehingga Anda cukup melihat mana kalimat yang ditawarkan
dalam opsi jawaban itu yang memiliki makna sama dengan kalimat soal, dengan struktur
gramatika yang berterima dalam bahasa Inggris.