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Contoh Soal TOEFL 2024

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0% found this document useful (0 votes)
1K views12 pages

Contoh Soal TOEFL 2024

Uploaded by

juneoezra56
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Contoh Soal TOEFL Listening Section

Listening section dirancang untuk mengukur kemampuan mendengarkan dalam bahasa


Inggris. Pada section ini kamu akan mendengarkan rekaman audio yang berisi percakapan
singkat antara dua orang. Di bagian ini, kamu perlu memperhatikan percakapan secara
seksama agar bisa menjawab pertanyaan yang diajukan.

1. You will hear:

Man : Shall I lock up the computer lab now before I go home?


Woman: Don’t bother. I’m not leaving for a while. I can check it on my way out.

(narrator) What will the woman probably do?


(A) Lock the computer lab later.
(B) Leave with the man.
(C) Buy a new lock for the computer lab.
(D) Show the man where the lab is.

2. You will hear:

Man : Do you mind if I turn the television off?


Women: Well, I’m in the middle of watching a program.

(narrator) What does the woman imply?


(A) The man should watch the program too.
(B) The man should leave the television on.
(C) The program will be over soon.
(D) She’ll watch television later.

Untuk Soal Nomor 3 dan 4

On the recording, you will hear:


Narrator : Listen to an instructor talk to his class about a television program.
Man : I’d like to tell you about an interesting TV program that’ll be shown this coming
Thursday. It’ll be on from 9 to 10 pm on Channel 4. It’s part of a series called “Mysteries of
Human Biology.” The subject of the program is the human brain—how it functions and how
it can malfunction. Topics that will be covered are dreams, memory, and depression. These
topics are illustrated with outstanding computer animation that makes the explanations easy
to follow. Make an effort to see this show. Since we’ve been studying the nervous system in
class, I know you’ll find it very helpful. Now listen to a sample question.

3. Narrator : What is the main purpose of the program?

(A) To demonstrate the latest use of computer graphics.


(B) To discuss the possibility of an economic depression.
(C) To explain the workings of the brain.
(D) To dramatize a famous mystery story.

4. Why does the speaker recommend watching the program?

(A) is required of all science majors.


(B) It will never be shown again.
(C) It can help viewers improve their memory skills.
(D) It will help with course work.

5. You will hear:

Woman : I heard the math requirements for graduation are being changed.
Man : Yes. And I may be short one course.

(narrator) What does the man mean?


(A) He isn’t sure what course to take.
(B) The math course is too short.
(C) He may not meet the graduation requirements.
(D) The graduation date has been changed.

Perhatikan dan dengarkan baik-baik soal listening berikut untuk menjawab


pertanyaan soal nomor 6-10.

Narrator
Listen to part of a lecture in a business class.

Professor
OK, uh let’s um, let’s start. Uh, tonight we’re gonna talk about one approach to structuring
decision-making on a specific topic, sort of um…oh when you’re in a decision-making
process in a business situation, and you’ve got all the participants there sort of voicing
opinions and negotiating, and there are lots of different factors to consider in your decision…
uh, the technique we’re gonna talk about is uh, it’s a way to sort of structure that decision and
arrive at a better decision. It’s called AHP, or Analytic, um, Analytic Hierarchy Process.

Now, the first step is to develop a hierarchy by breaking the problem down into its
components, and then prioritizing the components, as you’ll see. Now there’s some AHP
software out there that lets you do the math, but I’m not gonna get into that level of detail
now. The important thing that I want to talk about is not the mathematics of it so much as the
concept. I want you to understand the logic behind Analytic Hierarchy Process and the basic
approach.

OK…so uh, let’s say, if I was trying to buy a house, a house is actually a pretty good
example. It’s not a good example for a business class, necessarily, but it’ll certainly do for
today. You, you start with your main goal. An’ then you break it down into smaller parts. All
right…so uh, taking our example of buying a house…I would have to determine the goal for
the house-hunting effort, uh choose the house that would be uh,…most, well, the best fit for
my family. What would be your goal in trying to find a house? Well, uh let’s just say, make
the best choice in, in buying a new house. Now, that’s the goal.

So now that you’ve established a goal, you establish your criteria. And um, under criteria I
would list for me what were the important factors that will influence the decision. And…they
would be things like uh, like the cost. And, uh what else? Uh, location. Location, I think,
would typically be one in most of our models, and maybe one more. How about floor plan?—
The layout of the rooms. So, we have cost, location, floor plan…those might be our key
criteria for choosing a house.

Then you get down to the subcriteria under each of these three criteria. So, let’s say, under
floor plan, the sub criteria are, you want a big kitchen, 3 bedrooms, a basement. And after
you’ve determined all the criteria and subcriteria, um then you go back and you start making
pairwise comparisons between them…uh, judgments about two of these things at a time. Of
the houses you’re considering, uh, is cost more important than location or, say, one has a big
kitchen but only two bedrooms. Is that OK? You move through the hierarchy making
judgments about 1 pair of choices at a time. You see, it’s designed to reflect the way people
actually think…humans are much more,…capable of making relative rather than absolute
judgments. Basically, we’ve reduced a rather complex decision into a series of one-on-one
comparisons.

Um, so what AHP does is it requires me to develop a schematic model of what I’m looking
for. So, right off the bat I have to articulate and think about and identify these factors, these
criteria.

And when I start comparing the criteria, these factors, um, it enables me to come up with the
relative importance of each factor at a given level in the model. So, in other words, what the
model does is it helps us set our priorities, and it forces us to make our priorities explicit. It, it
not, not only helps make the best decision, we’re also a lot clearer on why we made the
decision. And understanding why we made the decision makes it easier to convince the boss
or the shareholders that it’s a good decision.

6. What is the talk mainly about?

(A) a comparison of two approaches to decision-making


(B) a formula for evaluating business plans
(C) a process for improving decision-making
(D) a method for gaining consensus within groups

7. Why does the professor mention the floor plan of a house?

(A) To give an example of a factor that would influence a decision


(B) To give a personal example of a time he found AHP to be useful
(C) To show that AHP can be applied to the design of houses
(D) To name some criteria that are not important in decision-making
8. According to the professor, what is one important result of using AHP?

(A) People can make decisions more quickly.


(B) People are provided with several different outcomes.
(C) People can take advantage of the latest technology.
(D) People can better understand the decisions they make.

9. What does the professor mean when he says this:

[This text will only be heard.]

Professor
Now there’s some AHP software out there that lets you do the math, but I’m not gonna get
into that level of detail now. The important thing that I want to talk about is not the
mathematics of it so much as the concept.

(A) He wants the students to use the AHP software for an assignment.
(B) He does not think the AHP software is useful.
(C) He wants to give only a general explanation of AHP.
(D) He thinks the students can understand the mathematics without his help.

10. Why does the professor say this:

Professor
Of the houses you’re considering, uh, is cost more important than location or, say, one has a
big kitchen but only two bedrooms. Is that OK?

(A) To express uncertainty about the process


(B) To indicate an example of a decision to be made
(C) To check the students’ understanding of the process
(D) To find out what the students prefer

Jawaban → B
Pembahasan → tujuan profesor mengatakan statement di atas adalah untuk menunjukkan
contoh keputusan yang akan diambil. Jawaban yang tepat adalah B.

Contoh Soal TOEFL Structure and Written Expression

Structure and Written Expression dirancang untuk mengukur kemampuan peserta tes TOEFL
dalam mengenali bahasa yang sesuai dengan standar bahasa Inggris tertulis.

1. Geysers have often been compared to volcanoes …. they both emit hot liquids
from below the Earth’s surface.
(A) due to
(B) because
(C) in spite of
(D) regardless of

2. During the early period of ocean navigation ….. any need for sophisticated
instruments and techniques.

(A) so that hardly


(B) where there hardly was
(C) hardly was
(D) there was hardly

3. Refrigerating meats … the spread of bacteria.

(A) retards
(B) retarding
(C) to retard
(D) is retarded

4. The first article of the United States Constitution gives Congress … to pass laws.

(A) The power


(B) has the power
(C) the power is
(D) of the power

5. Guppies are sometimes call rainbow fish because of the males’


A B C
bright colors.
D

Identify the one underlined word or phrase that must be changed in order for the sentence to
be correct.

Contoh Soal TOEFL Reading Comprehension

Growth, reproduction, and daily metabolism all require an organism to expend energy. The
expenditure of energy is essentially a process of budgeting, just as finances are budgeted. If
all of one’s money is spent on clothes, there may be none left to buy food or go to the
movies. Similarly, a plant or animal cannot squander all its energy on growing a big body if
none would be left over for reproduction, for this is the surest way to extinction.

All organisms, therefore, allocate energy to growth, reproduction, maintenance, and storage.
No choice is involved; this allocation comes as part of the genetic package from the parents.
Maintenance for a given body design of an organism is relatively constant. Storage is
important, but ultimately that energy will be used for maintenance, reproduction, or growth.
Therefore the principal differences in energy allocation are likely to be between growth and
reproduction.

Almost all of an organism’s energy can be diverted to reproduction, with very little allocated
to building the body. Organisms at this extreme are “opportunists.” At the other extreme
are “competitors,” almost all of whose resources are invested in building a huge body, with
a bare minimum allocated to reproduction.

Dandelions are good examples of opportunists. Their seedheads raised just high enough
above the ground to catch the wind, the plants are no bigger than they need be, their stems are
hollow, and all the rigidity comes from their water content. Thus, a minimum investment has
been made in the body that becomes a platform for seed dispersal. These very short-lived
plants reproduce prolifically; that is to say they provide a constant rain of seed in the
neighborhood of parent plants. A new plant will spring up TOEFL iBT Sample Test
Questions wherever a seed falls on a suitable soil surface, but because they do not build big
bodies, they cannot compete with other plants for space, water, or sunlight. These plants are
termed opportunists because they rely on their seeds’ falling into settings where competing
plants have been removed by natural processes, such as along an eroding riverbank, on
landslips, or where a tree falls and creates a gap in the forest canopy.

Opportunists must constantly invade new areas to compensate for being displaced by more
competitive species. Human landscapes of lawns, fields, or flowerbeds provide settings with
bare soil and a lack of competitors that are perfect habitats for colonization by opportunists.
Hence, many of the strongly opportunistic plants are the common weeds of fields and
gardens.

Because each individual is short-lived, the population of an opportunist species is likely to be


adversely affected by drought, bad winters, or floods. If their population is tracked through
time, it will be seen to be particularly unstable—soaring and plummeting in irregular cycles.

The opposite of an opportunist is a competitor. These organisms tend to have big bodies, are
long-lived, and spend relatively little effort each year on reproduction. An oak tree is a good
example of a competitor. A massive oak claims its ground for 200 years or more,
outcompeting all other would-be canopy trees by casting a dense shade and drawing up any
free water in the soil. The leaves of an oak tree taste foul because they are rich in tannins, a
chemical that renders them distasteful or indigestible to many organisms. The tannins are part
of the defense mechanism that is essential to longevity. Although oaks produce thousands of
acorns, the investment in a crop of acorns is small compared with the energy spent on
building leaves, trunk, and roots. Once an oak tree becomes established, it is likely to survive
minor cycles of drought and even fire. A population of oaks is likely to be relatively stable
through time, and its survival is likely to depend more on its ability to withstand the pressures
of competition or predation than on its ability to take advantage of chance events. It should be
noted, however, that the pure opportunist or pure competitor is rare in nature, as most species
fall between the extremes of a continuum, exhibiting a blend of some opportunistic and some
competitive characteristics.

1. The word squander in the passage is closest in meaning to

(A) extend
(B) transform
(C) activate
(D) waste

2. The word none in the passage refers to

(A) food
(B) plant or animal
(C) energy
(D) big body

3. In paragraph 1, the author explains the concept of energy expenditure by

(A) identifying types of organisms that became extinct


(B) comparing the scientific concept to a familiar human experience
(C) arguing that most organisms conserve rather than expend energy
(D) describing the processes of growth, reproduction, and metabolism

4. According to the passage, the classification of organisms as “opportunists” or


“competitors” is determined by

(A) how the genetic information of an organism is stored and maintained


(B) the way in which the organism invests its energy resources
(C) whether the climate in which the organism lives is mild or extreme
(D) the variety of natural resources the organism consumes in its environment

5. The word dispersal in the passage is closest in meaning to

(A) development
(B) growth
(C) distribution
(D) protection
6. Which of the sentences below best expresses the essential information in the
highlighted sentence in the passage? Incorrect choices change the meaning in important
ways or leave out essential information.

(A) Because their seeds grow in places where competing plants are no longer present,
dandelions are classified as opportunists.
(B) Dandelions are called opportunists because they contribute to the natural processes of
erosion and the creation of gaps in the forest canopy.
(C) The term opportunists applies to plants whose seeds fall in places where they can
compete with the seeds of other plants.
(D) The term opportunists applies to plants whose falling seeds are removed by natural
processes.

7. The word massive in the passage is closest in meaning to

(A) huge
(B) ancient
(C) common
(D) successful

8. All of the following are mentioned in paragraph 7 as contributing to the


longevity of an oak tree, EXCEPT

(A) the capacity to create shade


(B) leaves containing tannin
(C) the ability to withstand mild droughts and fire
(D) the large number of acorns the tree produces

9. According to the passage, oak trees are considered competitors because…

(A) they grow in areas free of opportunists


(B) they spend more energy on their leaves, trunks and roots than on their acorns
(C) their population tends to increase or decrease in irregular cycles
(D) unlike other organisms, they do not need much water or sunlight

10. In paragraph 7, the author suggests that most species of organisms

(A) are primarily opportunists


(B) are primarily competitors
(C) begin as opportunists and evolve into competitors
(D) have some characteristics of opportunists and some of competitors
Contoh Soal Speaking

Direction: In this section of the test, you will be able to demonstrate your ability to speak
about a variety of topics. You will answer six questions by speaking into the microphone.
Answer each of the questions as completely as possible.

In questions one and two, you will speak about familiar topics. Your response will be scored
on your ability to speak clearly and coherently about the topics.

In questions three and four, you will first read a short text. The text will go away and you will
then listen to a talk on the same topic. You will then be asked a question about what you have
read and heard. You will need to combine appropriate information from the test and the talk
to provide a complete answer to the question. Your response will be scored on your ability to
speak clearly and coherently and on your ability to accurately convey information about what
you read and heard.

TOEFL® Reading Test 1


This page will help you practise for the TOEFL reading test. This section has a
reading passage about the development of language and grammar and 13
questions. Think carefully before you select an answer. Your answer is scored on
the first click! This test is part 1 of a complete TOEFL test. Click here to do part
2.
Questions 1-10
Read the passage. Then answer the questions below. After you have answered
the first 10 questions you will answer a 'Summary Question'.

The Creators of Grammar


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, 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' may once have been 'It end-did'. Therefore it would appear
that even the most widespread 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
B
C
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

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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