Tugas Softskill

“Buku Harian Tanggal 01 Oktober - 06 Oktober “

                                                                                 

Tanggal 01 ktober 2014, pada saat itu saya baru saja pulang dari kampus J1 kalimalang setelah menemui salah satu dosen untuk suatu keperluan. Ketika perjalanan pulang tepatnya di lampu merah irigasi, saya melihat pelanggaran kode etik yang dilakukan oleh beberapa pengendara motor, dimana mereka menerobos lampu merah yang baru berdetik diangka 42, tentunya hal ini sangat membahayakan karena dapat menimbulkan kecelakaan, bagi para pengendara tidak ada salahnya menunggu demi keselamatan, dan taatilah peraturan lalu lintas demi keselamatan bersama.

Tangga 02 Oktober 2014 kurang lebih pukul 12.00 siang, saya melihat pelanggaran kode etik yang dialkukan oleh pengendara bermotor, dimana pengendara tersebut adalah seoran laki-laki, pelanggaran yang dilakukan oleh nya yakni dia mengendarai motornya dengan melawan arus , tentu saja hal ini sangat membahayakan dirinya dan orang lain.

Tanggal 03 Oktober 2014, ketika baru saja sampai pada stasiun Bekasi dan hendak menukarkan karcis KRL, saya melihat pelanggaran kode etik dimana ada seorang ibu di depan saya yang tidak mau mengantri untuk menukar karcisnya. Saya bilang padanya “ Bu harus mengantri dulu” tetapi si ibu tersebut tidak melakkannya, tentunya ini adalah pelangaran kode etik yang merugikan orang lain dan mementingkan dirinya sendiri.

Tanggal 04 Oktober 2014, tepatnya hari sabtu, dimana pada hari ini saya ada jadwal kuilah di kampus J3, selesai perkuliahan pukul 12.30 siang, dan pada pukul 13.00 saya berniat untuk pergi ke rumah kaka saya di daerah Puri Cendana, ketika saya memasuki perumahannya saya melewati sebuah taman, dimana di taman tersebut saya melihat sekumpula anak muda yang bahasa gaul nya sekarang mereka lagi pada “ “nongkrong bareng”  kemudian saya melihat pelanggaran kode etik yang dilakukan oleh mereka, yakni mereka dengan asiknya merokok lalu membuang puntung rokoknya diselokan tidak hanya punting rokoknya mereka juga membuang bungkus cemilan dan bungkus minumannya kedalam selokan pula, hal ini tentu saja pelanggaran kode etik yang dapat menyebabkan banjir, dan tentunya mereka juga turut andil dalam terjadinya bencana banjir karena membuang sampah sembarangan.

Tanggal 05 Oktober 2014, hari ini adalah hari raya Idul Adha, pada hari ini saya berada dirumah dan tidak pergi kemana-mana, karena kedua kaka saya akan berkunjung ke rumah saya beserta anak-anaknya, dan kami berencana untuk membuat sate bersama.sama.  Hari ini saya tidak melihat pelanggaran kode etik melainkan saya melihat hal yang sebaliknya, setelah pemotongan hewan kurban, saya melihat beberapa anak-anak kecil yang sedang membantu panitia untuk membagikan daging kurban diwilayah kami, mereka sangat antusias membantu para panitia tersebut, saya salut sekali dengan mereka semua, karena mereka sangat semangat untuk dalam melakukan kebaikan.

Tanggal 06 Oktober 2014, tepatnya hari senin, pada hari ini saya melaksanakan kuliah di kampus j4, hari ini saya melihat pelanggaran kode etik yakni saya melihat seorang pemuda dengan sopir angkot yang berkelahi di jalan raya, saya tidak mengetahui apa penyebabnya, tapi yang jelas perbuatan mereka menyebabkan kemacetan di jalan tersebut.

READING TEST IN TOEFL

READING TEST IN TOEFL 

I. INTRODUCTION

Section 3 in the TOEFL test is reading comprehension. This section is intended to determine the level of your ability to understand English text reading. At least you will see 5 readings followed by 10 questions for each text reading. That means there will be 50 questions that you must do. Within 50 minutes to 50 questions that you should be good to finish with a high TOEFL score in your favor. There are no images, diagrams, or other visual aids in reading TOEFL (PBT) you will encounter on the actual test.

Topics in TOEFL reading that you will encounter generally associated with subject at American Universities. Suppose History, Literature, Art, Architecture, Geology, Biology, Health, Astronomy, Geography, and other subjects.


II. STRATEGIES TO ANSWER READING TEST

1. Become familiar with reading in English. You should be reading in English every single day. Read the newspaper or news online, print out the daily lessons on English, and find academic papers at the library or online. Do not just stick to topics related to areas that you are interested in – become familiar with a variety of subjects!

2. Practice skimming passages rather than spending valuable time reading the passage in detail. (Skimming is when you quickly glance through text rather than reading every single word). Then go back and read the passage more slowly – you will find you understand more now that you know what the key points of the passage are.

3. Highlight the main ideas of the passage - often you will find this in the introduction. Also highlight key points and facts such as numbers and dates. You will not have time to read every paragraph in detail during your TOEFL reading exam and practicing this regularly will increase your reading speed and fluency.

4. Make quick notes after your first or second reading to save time when looking back for the answers to the questions.

5. Do not worry if you are unfamiliar with the topic of the passage. Everything you need to know to answer the questions will be in the passage in your TOEFL reading section and no prior knowledge is required.

6. Do not spend too much time on a question you are completely unsure of. If you do not know the answer to the question, try to eliminate any answers that you feel are not correct. You want to make sure you have enough time for the questions and answers you are sure of!

7. Increase your vocabulary and understanding of idioms – this will help your overall understanding of passages in your TOEFL reading exam.

8. Guess if you are running out of time – if you have very little time left, it is better to complete all questions than to leave an answer blank. Remember, you will not lose points for incorrect answers in your TOEFL reading exam!

Reading Test 1

(1) Hot boning is an energy-saving technique for the meat processing industry. It has received significant attention in recent years when increased pressure for energy conservation has accentuated the need for more efficient methods of processing the bovine carcass. Cooling an entire carcass requires a considerable amount of refrigerated space, since bone and trimmable fat are cooled along with muscle. It (5) is also necessary to space the carcasses adequately in the refrigerated room for better air movement and prevention of microbial contamination, thus adding to the volume requirements for carcass chillers.

Conventional handling of meat involves holding the beef sides in the cooler for 24 to 36 hours before boning. Chilling in the traditional fashion is also associated with a loss of carcass weight ranging from 2 (10) percent to 4 percent due to evaporation of moisture the meat tissue.

Early excision, or hot boning , of muscle prerigor followed be vacuum packaging has several potential advantages. By removing only the edible muscle and fat prerigor, refrigeration space and cost are minimized, boning labor is decreased, and storage yields increased. Because hot boning often result in the toughening of meat, a more recent approach, hot boning following electrical stimulation, has been (15) used to reduce the necessary time of rigor mortis.

Some researchers have found this method beneficial in maintaining tender meat, while others have found that the meat also becomes tough after electrical stimulation.

1. The word "accentuated" in the line 2 is closest in meaning to.

 (A) de-emphasized

(B) speeded up

(C) caused

(D) highlighted.

2. All of the following are mentioned as drawbacks of the conventional method of boning EXCEPT

(A) Storage space requirements

(B) Energy waste

(C) Loss of carcass weight

(D) Toughness of meat

3. In the line 2, the word "pressure" is closest in meaning to

(A) urgency

(B) weight

(C) flavor

(D) cooking texture

4. Hot boning is becoming very popular because

(A) it causes meat to be very tender

(B) it helps conserve energy and is less expensive than conventional methods

(C) meat tastes better when the bone is adequately seared along with the meat

(D) it reduces the weight of the carcass

5. In the line 7, "carcass" is nearest in meaning to

(A) a refrigerator for the animal body

(B) a method of boning meat

(C) electrical stimulation of beef

(D) early excision

Answer Key : DDABA

Reading Test 2

Lichens, of which more than twenty thousand species have been named, are complex associations between certain algae. The lichen itself is not an organism: rather it is the morphological and biochemical product of the association. Neither a fungus nor an alga alone can produce lichen.

The intimate relationship between these two living components of lichen was once erroneously though to represent mutualism. In mutual relationships,
both participants benefit. With lichens, however, it appears the fungus actually parasitizes the algae. This is one of the conclusions drawn from experiments
 in which the two components of lichens were separated and grown apart.

In nature, lichen fungi may encounter and grow around saveral kinds of algae. Some types of algae the fungi may kill; other types it may reject.
Lichen algae are autotrophic, meaning they make their own food through photosynthesis. Lichen fungi are heterotrophic, meaning they depend upon the algae
within the lichen to supply their food. Up to ninety percent of than food made by the green alga cell is transferred to the fungus. What, if anything, the fungus
contributes to the association is not well understood.

Lichens are hardly. The grow in many habitats and are often pioneers in hostile environments where few other organisms can flourish.

They have been known to grow endolithically, having been discovered thriving inside
of rocks in Antartica. Lichen help reduce erosion by stabilizing soil. Saveral kinds of insects glue lichens to their exoskeletons for camouflage.

Many species of birds use lichens as building materials for nests. Human have used lichens for
dyes and antibiotics.

1. Which of the following best describes lichen association?
    A. Simple plants made of two different autotrophic organims.
    B. A mutual association between a fungus and an alga
    C. A parasitic association between two fungi, one autotrophic, the second autotrophic
    D. A union between a parasitic fungus and an autotrophic alga

2. The word "hardly" in line 26 is clossest in meaning to
    A. Tender
    B. Durable
    C. Armed
    D. Beneficial

3. In Biology, mutualism occurs when two different organism live close together and
    A. One organism parasitizes the other
    B. Both organism benefit from the association
    C. Both organism are harmed by the association
    D. One organism benefits while the other does not or is harmed by the association

4. In line 7, the word "intimate" is nearest in meaning to
    A. living
    B. Extraordinary
    C. Biological
    D. Close

5. Lichen serves as camouflage for which of the following?
    A. Insects
    B. Birds
    C. Reptiles
    D. Mammals

Answer Key : BBBDA

Reference :

 http://www.kursusmudahbahasainggris.com/2013/10/contoh-soal-tes-toefl-reading.html

 http://berita-english.blogspot.com/2014/02/soal-reading-ii-toefl-jawaban-dan- pembahasan.html

STRUCTURE TEST IN TOEFL

Structure and Written Expression was tested in the second part of the TOEFL test . It's meant for you to know the data of English competence . The question being tested is divided into two models of structure and written expression question question . The duration of a good time is provided only for 25 minutes . question structure is used to test your ability to understand the structure of the sentence in the English language correctly . In this model uses sentence completion format that complements the rest of the sentence is still empty . While written expression question you are asked to identify the right part in a sentence .

Of Structure and Written Expression section , somewhat easier question part of another section of the TOEFL test is Listening and Reading Comprehension . How to Respond to Questions Listening Strategies have been discussed in previous articles . Because Structure and Written because not too complicated , just fill in the blank sentence and identify sentence is wrong . Nevertheless, not to be taken lightly as well as the questions can trap and if not learn it before - before the test may not know the answer at all .

Strategy to Answer Structure Test

To answer structure test in TOEFL, the first you must know that you don’t need translate all the qustion, but be translate as the last alternative. You must know in structure test all the qustion are sentences (Subject + Verb). So you must search Verb in the sentense, and this is the rule to find verb:

1. If these sentence has 1 verb so doesn’t have conjungtion.
2. If these sentence has 2 verbs so it has 1 conjungtion (Remember, conjuntion is fungsion to connecting the sentences)
3. If these sentence has 3 verbs so it has 2 conjungtions, etc
4. This rule applies to sentence in active and pasive.

Materials in Structure Test

This is a materials and example questions structure test which often tested in TOEFL:

a. Basic Sentences stucture

In general , there was no significant difference between the structure of English sentences with Indonesian , where a sentence is built on four main components , namely.
Subject ( S ) + Verb ( V ) + Complement ( C ) + Modifier ( M )
example :
We Studied grammar last week
We Studied + + grammar + last week

1.      Subject

·        The agent of a sentence in the active form

·        Objects / people / parties who conduct or activity that is responsible for an action in a sentence

·        Usually precedes the verb , or after the subject is usually a verb

example :
I explain how to study English.
She listens to my explanation.
They did not understand that language.

2.      Verb

·        Verb is the action of a sentence ( action or actions in a sentence )

·        Verb phrase : auxilaries combination with the main verb ( the main verb )

example :
I am learning English ( am = auxilary , learning = main verb )
My brother is very clever
She has gone home (has = auxilary , gone = main verb )
I have been waiting here ( have been = auxilary , waiting = main verb )

1.      Infinitive

There are some verbs that need (to) infinitive if combine with another verb : afford, agree, Appear, arrange, ask, beg, care, claim, consent, decide, demand, expect, fail, hesitate, learn, hope, manage, mean, need, offer, plan, prepare, pretend, promise, refuse, seem, struggle, swear, threaten, volunteer, wait, want, wish.

Example test in TOEFL:

After being indicated for his part in a bank robbery, the reputed mobster decided

        A                         B                                                          C

find another attorney.

D

The answer you should choose is D. Find should be to find.

Decided + to infinitive.

2.      Gerund (Verb -ing)

There are some verbs that need a gerund (- ing form) if combine with other verbs : admit, anticipate, appreciate, avoid, complete, Consider, delay, deny, discuss, dislike, enjoy, finish, keep, mention, mind, miss, Postpone, practice, quit, recall, Recollect, recommend, resent, resist, risk, suggest, tolerate, suggest, tolerate, understand.

Example test in TOEFL:

Rita enjoyed to be able to meet several members of Congress during her vacation.

A         B                  C                                                             D

The answer you should choose is A. To be should be being.

Enjoyed + gerund.

3.      Conditional

Conditional explains that an activity contrary to other activities. The most common conditional is Real and Unreal Conditonal Conditonal, sometimes also called if-clauses. Real Conditional (Conditional Type I) describes suppose the facts which will be happen. Unreal Conditional (Conditional Type II) describe the suppositions that are not real or imagination. And Conditional Type III, is used as a regret that happened in the past.

· Future Conditional (Conditional Type 1) This assumption states that something might happen in the future or now, if the terms/certain conditions are met.

Type 1 :

a)      If + Subject + present simple + subject + modals (will, can, may, must) V1 (simple form)

example : If have money I will buy a new car

b)      If + Subject + Simple ... + subject + simple present

example : If he has enough time, John usually walks to school.

c)      If + Subject + ... + command simple present form

example : If you go to the post office, please mail this letter for me!

· Unreal Present (Conditional Type 2) This assumption states something contrary to what is or is happening now.

Type 2 :

a)      If + subject + subject + simple past modals (would, could, might) V1 (Simple Form)

example :

1.      If I had time, I would go to the beach with you this weekend.  (the fact is: I do not have time so I could not go).

2.      He would tell you about it if he were here. (the fact is: Because he is not here he does not tell you about it).

b)      For the if - clause in this form only to be "were" is used for all subjects. if the conditional type 2 can be removed is by the use of inversion:

Were + subject + Adj / Noun + subject + capital ( would , could , might ) + V1

example :

1.      Were I John I would not forgive you. (the fact is: I'm not John so I forgive you).

2.      He could hug me, if he were here. (The fact is: he can not hug me, Because he is not here)

· Unreal Past (Conditional Type 3) This assumption states something contrary to what has happened (past).

Type 3 :

a)      If + Subject + Past Perfect ... subject + modals (would, could, might ) have + V3
example :

1.      If we had known that you were there, we would have written you a letter.
(the fact is: I did not know that you were there so I did not write you a letter)

2.      He would tell you about it if he were here .

3.      If he did not speak so quickly intervening, you could understand him.

The Simple Present Tense
Tenses are used for :

Menyatakan / disclose activities that are often performed or routines . For example , do every day , every week , every month , every year , and so on .
Stated circumstances , the nature of the objects / animals / people who remain , meaning that from the beginning until now ( can not be denied ) and probably will not be changed . For example , red blood , the earth was round , and so on .
example :

Sentence Positive ( + )

I / we / they / you + INFINITIVES
He / she / it + INFINITIVES + S
formula
a. We go to campus everyday .
b . She always helps her mother .
c . Beckham plays football everyweek .

Sentence Negative ( - )

I / we / they / you + Do not + INFINITIVES
He / she / it + Does not + INFINITIVES
formula
a. We do not go to campus everyday .
b . She does not always help her mother .
c . Beckham does not play football everyweek .

Sentence Question ( ? )

Do + I / we / they / you + INFINITIVES
Does + He / she / it + INFINITIVES
formula
a. Do we go to campus everyday ?
b . Does she always help her mother ?
c . Beckham does play football everyday ?
WH Questions
a. What do we do everyday ?
b . Who does she always help ?
c . What dose Beckham play everyday ?

5.  Simple Past Tense
Tenses are used for :
Stating that the activities done in the past and the future in mind also .
example :

Sentence Positive ( + )

Subject + Past Tense ( V2 )
formula
a. They went to Yogyakarta last week .
b . She came here yesterday .
c . I watched the movie last night .

Sentence Negative ( - )

Subject + did not + INFINITIVES ( V1 )
formula
a. They did not go to Yogyakarta last week .
b . She did not come here yesterday .
c . I did not watched the movie last night .

Sentence Question ( ? )

Did + Subject + INFINITIVES ( V1 )
formula
a. Did they go to Yogyakarta last week ?
b . Did she come here yesterday ?
c . Did you watch the movie last night ?
WH Questions
a. Where did they go last week ?
b . When did she come here ?
c . When did you watch the movie ?

5.      Present Perfect Tense
Tenses are used for :
Describe an activity that is carried out in the past that still has something to do with the present but the future is not clearly known .
Shows an act uklangan at a good time indefinite before now . In this case the words are often used separti before , already , ever , never , yet .
example :

Sentence Positive ( + )

I / we / you / they + HAVE + Past Participle
He / she / it + HAS + Past Participle
formula
a. I have ever been there .
b . He has taught English since seven years ago .
c . She has lived in England since ten years ago .

Sentence Negative ( - )
I / we / you / they + HAVE + Past Participle Not
He / she / it + Not + Past Participle HAS
formula
a. I have not ever been there .
b . He has not taught English since seven years ago .
c . She has not lived in England since ten years ago .

Sentence Question ( ? )
HAVE + I / we / you / they + Past Participle
HAS + He / she / it + Past Participle
formula
a. Have you ever been there ?
b . Has he taught English since seven years ago ?
c . She has lived in England since ten years ago ?
WH Questions
a. Where place have you ever been ?
b . How has he taught Engllish log ?
c . Where has she live since ten years ago ?

6.      Simple Future Tense
Tenses are used for :
Stating activities to be conducted at a time that will come .
example :

Sentence Positive ( + )
Subject + Will + INFINITIVES ( V1 )
formula
a. He will meet you in Campus tomorrow morning .
b . She will visit her grandma next week .
c . I will meet this evening mary

Sentence Negative ( - )
Subject + Will not + INFINITIVES ( V1 )
formula
a. He will not meet you in Campus tomorrow morning .
b . She will not visit her grandma next week .
c . I will not meet Mary this night .

Sentence Question ( ? )
Will + Subject + INFINITIVES ( V1 )
formula
a. Will he meet you in Campus tomorrow morning ?
b . Will she visit her grandma next week ?
c . Will you meet Mary this night ?
WH Questions .
a. When Will he meet you in Campus ?
b . When Will she visit her grandma ?
c . Who Will you meet this night ?

WILL AND TO BE GOING TOA very confusing concept is when to use WILL and when to use BE GOING TO when we refer the future. Both refer to the future but there is a slight difference but in most cases they can be used interchangeably with no difference in meaning. Even if you misuse them, a native speaker is going to understand you without any problems.

WILL :

·                POSITIVE  :    SUBJECT  +  WILL  + VERB-1

NEGATIVE  : SUBJECT  +  WILL  +  NOT  + VERB-1

·                QUESTIONS : WILL +  SUBJECT  +  VERB-1?

BE GOING TO

·                POSITIVE  : SUBJECT  +  TO BE +  GOING TO + VERB-1

·           NEGATIVE SUBJECT  +  TO BE  +  NOT  +  GOING TO + VERB-1

·                QUESTIONS TO BE  +  SUBJECT  +  GOING TO  +  VERB-1?

Example           :

I am sure Jane ..... to Indonesia next year.

a.  Will move

b.   Moving

c.   Has moved

d.   Moved

The answered is A

SO, TOO, NEITHER, EITHER

·                SO : SO  +  AUXILIARY VERB  +  SUBJECT

·                TOO : SUBJECT  +  AUXILIARY VERB  +  TOO

·                NEITHER :NEITHER  +  AUXILIARY VERB  +  SUBJECT

·                EITHER : EITHER  +  AUXILIARY VERB  +  NOT  +  SUBJECT

Example           :

He came here last night, .... ?

a.   Did she

b.   So did they

c.   He does too

d.   So was she

The answered is B

NOUN CLAUSES

A noun clause is a dependent clause that can be used in the same way as a noun or pronoun. It can be a subject, predicate nominative, direct object, appositive, indirect object, or object of the preposition. Some of the words that introduce noun clauses are that, whether, who, why, whom, what, how, when, whoever, where, and whomever. Notice that some of these words also introduce adjective and adverb clauses. (To check a noun clause substitute the pronoun it or the proper form of the pronouns he or she for the noun clause.)

Example           :

No one knows ..... he wanted to go there in such bad weather.

a.   Why

b.   Then

c.   Whom

d.   Which

The answered is A

ADJECTIVE CLAUSES

Adjective clauses (relative clauses) are like "sentences inside sentences." The "job" of adjective clauses is to modify (describe, identify, make specific) the noun phrases that they follow. In their full forms, adjective clauses have several parts: a relative pronoun (or, in some cases, another kind of connecting word), a subject, and a predicate (a verb and, often, other types of words which follow it).

Example           :

The house ..... they bought last month is very big.

a.   Whom

b.   Why

c.    Which

d.    Where

The answered is C

 source :

Http://fikarzone.wordpress.com/2012/04/06/5-of-toefl-structure-test/
Http://rizkyluppy.blogspot.com/
http://rudybyo.blogspot.com/2013/05/materi-toefl-structur-dan-tenses_20.html

om/2013/05/materi-toefl-structur-dan-tenses_20.html