Naskah Bing4208 tmk1 1
Naskah Bing4208 tmk1 1
Naskah Bing4208 tmk1 1
No. Soal
1. Please read the text below and answer the following questions.
Researchers have revealed what might be a highly popular new way to lose weight - eat a big
breakfast. It could become the biggest diet fad ever for those wishing to (1) shed a few kilos.
Scientists in Germany conducted a study on how a hearty breakfast affected the body's
metabolism in a laboratory experiment. Sixteen men ate a low-calorie breakfast and high-calorie
dinner one day, and reversed this with a high-calorie breakfast and low-calorie dinner the next.
Eating a larger breakfast and a smaller dinner (2) boosted a process called diet-induced
thermogenesis (DIT). This is the generation of heat in the body that burns up calories. This
happened even when the total calories consumed throughout the day remained the same.
Eating a big breakfast led to 2.5 times higher rates of DIT. Researcher Dr Juliane Richter
spoke about the findings of her investigation. She said, "Our results show a meal eaten for
breakfast, regardless of the number of calories it contains, creates twice as high DIT as the same
meal consumed for dinner. This finding is significant for all people as it underlines the value of
eating enough at breakfast." She added, "Eating more at breakfast instead of dinner could
prevent obesity and high blood sugar. We recommend that patients with obesity as well as
healthy people eat a significant breakfast rather than a large dinner to reduce body weight and
prevent metabolic diseases."
[Breaking News English. (February 23, 2020). Retrieved from bit.ly/2NmTxBM on February 06, 2021.]
Questions
a. Identify the main idea of the first paragraph.
b. Identify the main idea of the second paragraph.
c. Why could eating a big breakfast shed a few kilos?
d. According to Dr. Richter, how should patients with obesity as well as healthy people eat to
reduce body weight and prevent metabolic diseases?
e. Identify the closest meaning of the 2 (two) underlined words above based on the context.
(1). Shed
(2). Boosted
2. COVID-19 has been extraordinarily challenging for universities and students, and the disruption will likely
persist beyond the rollout of a vaccine. The demands on academic staff and students have been – and
continue to be – unparalleled. Both must manage work-life balance while teaching and learning in a largely
unfamiliar way, in the midst of persistent uncertainty.
However, in the space of 12 months, students and teachers have radically redefined their roles in higher
education. Significant difficulties have largely been met with determination and invention.
Here are five changes made to higher education that it would be valuable to continue with after COVID-
19.
Technology for learning
As a researcher whose work focuses on the economic investment and behaviour of students in higher
education, I have noted the enormous potential for using technology to deepen and support learning
outside the classroom. With lecture halls standing empty, this potential has been put sharply into focus.
1 dari 4
BING4208
Before the pandemic, the online learning environment existed predominantly as a virtual filing cabinet.
It was a store of course materials, and not where any of the learning took place. The pandemic has (1)
illuminated what can be done with this online space: it can be engaging, enriching, and accessible.
Videos and interactive media are now part of how students learn, and discussion boards allow for
conversations to continue and ideas to be recorded outside classes.
Redefining engagement
The very definition of student engagement is contentious, and varies by context. Largely, though, it refers
to a student’s participation in their learning journey.
Before the pandemic, engagement and attendance were often synonymous: a student’s participation
in a course was measured by whether or not they turned up in person to lectures or classes. When no one
can be physically present, we are forced to redefine what engagement truly means, and how we can be
sure it is happening.
The interactions and discussions that students take part in online can say much more about
engagement than simply showing up at a lecture. This is particularly true for those with caring or childcare
commitments, who might have found regularly attending a class on campus challenging but are able to
demonstrate their enthusiasm and insight more clearly online.
Creative assessment
High-stakes final assessments – such as written examinations, undertaken (2) en masse in timed, silent
conditions – are impossible during a pandemic. What is more, they are bad for student wellbeing, do not
accurately represent skills such as creativity and often bear little resemblance to the real-world settings
students will be entering after university. Traditional examinations have a focus on recalling information
rather than exploring a topic.
Assessments that are open-book – such as producing case studies, putting together policy briefing
papers, and recording podcasts – reward curiosity and academic inquiry. Here, assessment is part of the
learning journey. I have used this in my teaching, asking students to present videos, podcasts or blogs
instead of traditional essays.
Students as partners
Online learning requires significant commitment from students, and students and lecturers have had to
work together to achieve success. In many cases, this has led universities to increasingly regard students
as partners in their education.
Students can co-design activities and assessments, making them active participants in their learning.
Students can help shape the format of live activities, for instance, by giving regular feedback – something
that is easier to carry out online.
The sudden switch to online learning, with little warning or experience, has been difficult for many
teachers and students. But, with time to plan, incorporating online teaching will allow lecturers to focus on
what activities best suit the subject they are covering and design them to fit.
Lectures can be replaced with peer instruction – where students assume the role of instructor and teach
their peers – or virtual field trips, where a class is able to take a virtual tour of a physical space.
COVID-19 has been a huge challenge for higher education – but universities can learn from this challenge
to improve learning and teaching for the future.
[Cowell, P. (January 28, 2021). Retrieved from bit.ly/3jLiTVU on February 06, 2021.]
2 dari 4
BING4208
Questions
a. Prior to the pandemic, the online learning environment was not where the learning process occured; it
was only a place to find course materials.
Identify whether the italicized statement is true or false and explain your reason by providing evidence
from the text.
b. The definitions of student engagement and attendance have been clearly defined long before the
pandemic.
Identify whether the italicized statement is true or false and explain your reason by providing evidence
from the text.
c. Why are the traditional examinations considered problematic for student wellbeing?
d. According to the writer, how can the students and lecturers achieve success in online learning?
e. Identify the closest meaning of the 2 (two) underlined words above based on the context.
(1). Illuminated
(2). en masse
3. Please read the text below and answer the following questions.
Poor diet and nutrition may be behind an average height gap of 20cm between the tallest and shortest
children in different countries. Researchers from Imperial College London conducted a global analysis of
the Body Mass Index (BMI) of schoolchildren and adolescents around the world. This involved measuring
the height and weight of millions of children and teenagers. They discovered that the world's tallest 19-
year-olds, at 183.8cm, lived in the Netherlands, while the shortest, at 160.1cm, lived in East Timor. The
researchers said teenagers in northwest and central Europe were the tallest in the world. On average the
shortest children lived in South and South-East Asia, Latin America and East Africa. The study was
extremely comprehensive. It involved analysing data from 65 million children aged five to 19 years old in
193 countries. The researchers reported that children's height and weight varied enormously in different
regions. The team warned that a lack of quality food and nutrition was a major factor behind (1) stunted
growth and a rise in childhood obesity. It said improved diets increased the average height of children in
China. Nineteen-year-old boys there were 8cm taller in 2019 than in 1985. Researchers attribute this to
improved nutrition. The lead author of the report (2) urged countries to adopt policies that encouraged
healthier eating, but to be aware of the perils of excessive weight gain.
[Breaking News English. (November 11, 2020). Retrieved bit.ly/3jNP9HR on February 10, 2021.]
Questions
4. Please read the text below and answer the following questions.
Face masks are a necessary shield against COVID-19, but some New Yorkers find they also offer
another kind of protection — from social anxiety. Introverts who struggle in the public eye or battle skin
conditions say they are pleased that face coverings have become the new normal.
“It’s actually been something of a relief to have a socially acceptable face cover, at least when I’m in a
ventilated, air-conditioned space,” said one 31-year-old woman from Manhattan.
3 dari 4
BING4208
“I no longer wear makeup outdoors. I don’t care about any facial scarring because my cheeks are
covered. It’s not a small thing. It makes (1) running errands easier," she said.
Experts in social anxiety say there is no research that explores the mental benefits of masks, but they
are not surprised by the reaction.
“It does align with the research that we know today about social media, for example, where it also
prides this sense of anonymity," said Vaile Wright, senior director for healthcare innovation at the American
Psychological Association. “(The mask) may reduce that anxiety that comes from feeling like you’re on
display all the time.”
Social anxiety disorder does not always express itself the same way, but experts describe it as an
irrational fear of being watched or judged in social spaces.
People who suffer from it may also worry about getting caught in awkward situations or being
embarrassed in public. Skin conditions like acne or rosacea can (2) exacerbate that fear.
“When wearing a mask, there’s a built-in barrier to hide behind, protecting them from others,” said
Vivian Diller, a Manhattan-based clinical psychologist. “While many people feel masks detract from what
makes them attractive, people with social anxiety tend to enjoy the anonymity it brings.”
A few Brooklynites agreed. “It’s like a security blanket for my face. It gives me an excuse not to talk to
people and stay away," said Kate Brennan, 27, a media planner living in Crown Heights.
Added Jessica Erwin, 42, "Adult acne is a very big part of my life, and concealing it has been an
emotional and time drain. It’s definitely made me a little less self-conscious if I’m just going to a grocery
store or pharmacy.”
Queens mom Dora Bravo says her three daughters prefer colorful masks and enjoy showing them off
to friends.
“My daughter, even though she’s 20, likes the colorful masks too," Bravo said. "I have one with the
army design. There are so many, so they really like it.”
With COVID-19 still raging, experts warn masks and distancing rules may also trigger anxieties, and
should include alternative coping mechanisms.
“None of us are getting that level of social interaction that we’re used to, so I think things are going to
feel a little awkward when we all start coming back together again,” said Wright. “For someone with social
anxiety, that could feel even worse.”
Researchers studying previous pandemics have also found that some people develop agoraphobia, or
fear of open places and situations that might cause panic, said Wright. “I think that’s a real possibility here,”
she said. “We’ve certainly seen overall that people are reporting more anxiety because of the pandemic,
and this isn’t going away for a while.”
[Ray, E. (September 26, 2020). Retrieved from bit.ly/3tZa5k7 on February 06, 2021.]
Questions
a. Identify the main idea of the text.
b. A person with social anxiety disorder feels overwhelmed when being in an open place or a situation
that might cause panic.
Identify whether the italicized statement is true or false and explain your reason by providing evidence
from the text.
c. Although people with social anxiety tend to enjoy the anonymity that face mask brings, some others
feel that using mask could hide what makes them good-looking..
Identify whether the italicized statement is true or false and explain your reason by providing evidence
from the text.
d. Why do some people feel that the COVID-19 face masks could protect from social anxiety?
e. Identify the closest meaning of the 2 (two) underlined words above based on the context
(1) running errands
(2) exacerbate
4 dari 4