Latihan dan Prediksi Soal TKA Bahasa Inggris Lanjut : Menyajikan Kembali Isi Teks Secara Ringkas dengan Tetap Mempertahankan Gagasan Utama dan Argumen Kunci
Textual Comprehension Skills
Reading Passage for Questions 1-4
The Echo of the Unseen
Dr. Aris Thorne, a renowned botanist, was deep in the heart of the Amazon, a place where the air hangs thick with humidity and the symphony of life never ceases.
For months, his team had been tracking a peculiar, bioluminescent fungus, a rumored species said to thrive only in the most remote, undisturbed parts of the rainforest.
The journey was fraught with challenges: treacherous river currents, swarms of aggressive insects, and the constant threat of venomous creatures.
Yet, Aris was driven by a single purpose: to document the undocumented. On the 143rd day of their expedition, they stumbled upon an ancient, petrified tree trunk. It was here, in the shadow of this colossal relic, that they found it. Not the fungus, but something far more extraordinary. Nestled among a cluster of vibrant bromeliads was a creature unlike any they had ever seen. It was a small, primate-like animal, but its fur shimmered with a soft, ethereal blue, and its large, expressive eyes seemed to hold the wisdom of the forest itself. It had a prehensile tail and delicate, almost translucent claws. Its diet appeared to consist of a specific type of nectar, which it collected with a long, thin tongue.
Aris named the species *Luminaris simiae*, or the "shimmering monkey," and noted its docile nature. He spent the next few weeks meticulously observing its behavior, noting its unique vocalizations—a series of high-pitched chirps and clicks that seemed to mimic the sounds of the forest around it. The creature appeared to live in small family units and communicated complex information about food sources and threats. Aris’s initial goal to find the fungus was overshadowed by this monumental discovery. He knew that the world would be captivated by this new species. The find was not just a scientific breakthrough; it was a reminder of the endless mysteries that still await us in the untamed corners of the world.
Reading Passage for Questions 5-10
The Creative Nexus: The Art-STEM Integration
For too long, arts education—from painting and music to drama and literature—has been viewed as a non-essential luxury, often the first to face budget cuts in schools. This perspective, which pits the humanities against the sciences, is based on a fundamental misunderstanding of what drives innovation and human progress. The prevailing belief has been that a curriculum heavy in STEM (Science, Technology, Engineering, and Mathematics) is the sole path to a competitive workforce and a prosperous future. This dichotomy, however, is a false one.
The most successful innovators are often those who can combine logical, analytical thinking with creative, outside-the-box solutions. The engineers who design beautiful, user-friendly products, the researchers who visualize complex data in compelling ways, and the entrepreneurs who tell a brand story that resonates—all of these roles require a blend of both left-brain and right-brain skills. Leonardo da Vinci, a master painter and an accomplished inventor and scientist, is the historical embodiment of this synergy. His notebooks are filled with anatomical sketches and engineering diagrams, demonstrating a mind that saw no separation between art and science.
Integrating arts into the STEM curriculum—transforming it into STEAM—is not about de-emphasizing science but enriching it. It is about teaching students to think critically, to solve problems with imagination, and to communicate their ideas effectively. A student who learns physics through the principles of musical acoustics or studies geometry by designing a sculpture is not just absorbing information; they are building connections and developing a deeper understanding. These skills are essential for the jobs of the future, many of which will require complex problem-solving that transcends a single discipline.
In conclusion, a well-rounded education is not about choosing one field over the other but about integrating them. By fostering a curriculum that celebrates the creative nexus between arts and STEM, we can prepare a generation of thinkers, creators, and innovators who are not only technically proficient but also imaginative and empathetic. The future belongs not to those who can only solve problems, but to those who can also imagine new possibilities.
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