Antiremed Kelas 11 Bahasa Inggris
CH 3 - Exposition - Exercise
Doc Name: AR11ING0303 Version : 2014-03 |
Text A
Rainforest
Rainforest are one of the most complicated
environments on Earth. They are recognized
worldwide as containing the richest source
of plants and animals and are believed to
contain nearly three-quarters of all the varie-
ties of life on Earth. This is remarkable be-
cause rainforests cover only about six per
cent of the Earth‟s land surface.
Rainforest are the oldest major ecosystem,
having survived climate changes for more
than one million years. They provide habitats
for more species of plants, animals, insects
and birds than any other environment found
on our planets. Scientists estimate that be-
tween 60 and 90 percent of all species of life
are to be found in rain forests. Unfortu-
nately, the widespread destruction of many
of the world‟s rainforests has caused a sig-
nificant decline in the number of the plants
and animal species on Earth.
Rainforests influence both our local and
global climates. For example, between 50 and
80 percent of the moisture in the air above
rainforests comes from the rainforest‟s trees.
If large areas of these lush rainforests are
cleared, the average rainfall in the area will
drop. Eventually, the area‟s climate will get
hotter and drier. This process could convert
rainforests into a sparse grassland or desert.
Rainforests are also able to absorb over 90
percent of the rainfall in their leaves and
mosses. By doing this, they are able to slow
down water run-off by gradually releasing
the water over time into streams and rivers.
This helps to control soil erosion and flood-
ing.
Rainforests are vital to the Earth in helping
to recycle carbon and oxygen. Carbon diox-
ide (CO2) is the gas put into the air globally
by humans, mainly by the burning of fossil
fuels (for example in cars and factories).
Rainforest are able to remove carbon dioxide
from the air and return oxygen in its place.
This is why our global rainforests are often
called the Earth‟s „lungs‟.
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Rainforest are major producers of the
Earth‟s oxygen. In fact, scientists believe that
nearly 50 percent of the Earth‟s oxygen is
produced by rainforest in the Amazon re-
gion alone. Nearly 40 percent of the world‟s
carbon is contained in the trees of the rain-
forests. As rainforest are cut down and
burned, carbon dioxide is released into the
Earth‟s atmosphere. Eventually, as this gas
builds up the atmosphere, leading to what
scientists atmosphere. Eventually, as this gas
builds up the atmosphere, leading to what
scientists call the enhanced greenhouse ef-
fect.
To sun up, the role of the rainforest is essen-
tial for human life. It creates equilibrium in
our environment and its resources are sig-
nificant for human beings survival.
Choose T if the statement is true and F it is
false according to the text.
01. (T - F) Rainforests are unimportant to
our life on Earth.
02. (T - F) The economic resources which
rainforests provide vary.
03. (T - F) Many rainforest-rich countries
are facing a situation in which it
is very difficult to preserve their
rainforests.
04. (T - F) The economic resources provide
by the world‟s rainforests are
extremely small.
05. (T - F) Less than 50 percent of the
world‟s food supplies originate in
rainforest areas.
06. (T - F) Rainforests are becoming more
and more unpopular places for
people to visit.
07. (T - F) Governments pass laws
restricting activities in the forests
due to the overexploitation of
rainforests for tourist activities.
08. (T - F) More than 40 percent of all
medicines sold in pharmacies
from rainforests.
09. (T - F) More than 200.000 square
kilometers of rainforests are
being destroyed each year for
economic purpose.
 Antiremed Kelas 11 Bahasa Inggris , CH 3 - Exposition - Exercise

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Text B 02. The followings are the supporting

Should States Ban Junk Food in Schools?
It may make sense for a school board to ban
junk food in some cases, but there are
several issues that should be considered.
To begin with, there is the problem of
defining junk food. Are we talking about
potato chips, soda, and pastries? What about
fried chicken fingers, cheeseburgers, and
pizza-foods many school cafeterias serve?
Second, the American education system is
designed to give communities control over
their schools through local school boards.
This principle of local control lies at the root
of our democracy. We believe that locally
elected school board members are in the
best position to make policy decisions that
reflect the opinions and needs of their
individual communities. Any decisions about
what is sold in school vending machines
should be determined at this level.
Third, an important part of education is
learning to make good choices. An across-
the-board junk-food ban does not teach
young people how to make healthy choices;
it simply removes some of their options.
Fourth, improving what we teach about
nutrition and requiring more physical activity
are better ways to approach obesity than
imposing statewide junk-food bans.
Let me be clear: We believe that childhood
obesity is a very serious issue, and principals,
teachers, parents, students, and school
boards should be doing their part to address
this situation. But banning junk food without
other strategies and local decision-making is
a superficial remedy that dilutes personal and
local responsibilities.
01. What is the central argument proposed by
the author?
statements by the author, except...
(A) Banning junk food does not educate
students to make good decisions.
(B) Refining the method of teaching
nutrition and physical education is more
effective to tackle obesity than banning
junk food.
(C) Separating junk food froms non junk
food is not an easy task.
(D) Childhood obesity is a very serious issue.
(E) Decisions to ban junk food should be
determined at local levels, not statewide
levels.
03. Which is TRUE according to the text?
(A) There are reasonable cases that a school
board may impose junk food ban.
(B) Junk food bans must be avoided at all
cost.
(C) Childhood obesity is not very harmful.
(D) If schools ban junk food, their students
tend to become good decision makers.
(E) Each government is supposed to make
policy decisions, including the decision
to ban junk food at schools.
04. The underlined word “imposing”
(paragraph 5) is mostly similiar to...
(A) Enforcing.
(B) Revoking.
(C) Abolishing.
(D) Considering.
(E) Exposing.

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 Antiremed Kelas 11 Bahasa Inggris , CH 3 - Exposition - Exercise
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05. “We believe that childhood obesity is a very
serious issue, and principals, teachers, par-
ents, students, and school boards should be
doing their part to address this situa-
tion.” (par. 6)
Why would the author state this
information?
(A) To compare the responsibilities of
principals, teacher, parents, students,
and school boards regarding junk food
bans.
(B) To delegate the problem to principals,
teachers, parents, students, and school
boards.
(C) To illustrate his attitude toward junk
food bans.
(D) To emphasize his agreement to junk
food bans.
(E) To show that despite the author‟s
disagreement to statewide junk food
ban, he still shares concern regarding
junk food consumption.
Text C
Don‟t ban mobiles in schools, let
students use them
The furtive glance down into his or her
crocth is the telltale sign all modern teachers
will recognise as a dead give away that a
student is using a mobile phone in class. It‟s
a comical sight, its sheer obviousness
apparently lost on most students, but one
that is also serious in its implications that
particular student is probably not paying
attention at the moment, and perhaps hasn‟t
been for quite some time.
Mobile phones are a distraction in class.
There‟s no debate about this. But, with the
exception of some schools where strict
discipline is the defining characteristic of its
ethos, I don‟t think there‟s any need to ban
them in most schools, In fact, I‟d go as far as
to say we teachers should be glad that almost
all our students will have a mobile phone
with them in school. Mobile phones today
are mini computer which can be used as
internet browsers, cameras, video and audio
recorders, calculators, stop clocks,
homework diaries and notebooks.
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They can be used as data loggers in science
lessons, maps in geography lessons and for
listening exercises in language lessons. At the
time device, mobile phones can allow us to
make the most of modern information tech-
nology in our classrooms.
In my science lessons, many of my stu-
dents will use their mobile phones in place
of calculators and stop clocks when doing
experiments. I also encourage them to use
their phones to take photographs of appara-
tus and to make videos of the phenomena
we observe in class. Recently, as part of an
activity making cloud chambers, some stu-
dents filmed the tracks made by different
types of nuclear radiation. In watching the
video back, they saw a track in the cloud
chamber that was not from the radioactive
source they were using it was caused by a
cosmic ray, a physical phenomenon related
to what they were studying and something
the students would not have observed so
clearly had they not filmed their work. These
were A-level students, but I have also let
younger students film “exciting” experiments
in class a great way for them to share what
they learn at school with their parents.
There are other occasions when I am
happy to let my students use their mobile
phones recording their homework, for exam-
ple, or putting a reminder for a deadline into
their calendars or searching the internet for
information. In other words, I let them use
their mobile phones in class as they do out-
side the classroom. And this is perhaps the
most important reason why I think schools
which ban mobile phone use in schools
should reconsider allowing their use in
schools let us accomplish something which I
believe will become increasingly important in
education: ensuring the development of digi-
tal literacy in our students.
The use of mobile phones offers much
more than novelty, fun and excitement I be-
lieve there are tangible educational benefits.
Students today have grown up in the digital
age and it is surely one of our duties as
teachers to create opportunities for them to
develop the skills they will need to succeed
in a world driven by new technologies.
 Antiremed Kelas 11 Bahasa Inggris , CH 3 - Exposition - Exercise
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Just as the ability to use word processing,
simple spreadsheets and presentation soft-
ware are now necessary in the modern work-
place, it may be just a matter of time before
simple digital video and audio manipulation
skills are essential. Using mobile phones in
class, when other devices are in short supply,
provides one way to address these needs.
I‟m not naive, I know that students with
permission to use mobile phones in school
will not be able to resist checking their text
messages and social media updates. That is,
they won‟t be able to resist doing these
things unless they are otherwise engaged
with whatever it is they‟re supposed to be
doing in class. Sure, some students will
always find checking their Facebook page
more interesting than anything we teachers
can offer them in lessons, but the majority
of students, like the majority of adults, can
be trusted to make their own decisions about
the approriate time and place to check their
email or send a text massage. And here‟s a
controversial thought just as you can quickly
send a text massage or check your email
while doing something else, perhaps
students can be trusted to do the same in
school? It cannot be right that schools spend
huge amounts of money investing in
technology to improve and enhance their
students education whlist ignoring the
powerful technological tool that almost every
student brings into school every day.
01. What is the central argument proposed by
the author?
02. In general is the author the proponent or
opponent of mobile phone ban at schools?
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03. Why would the author illustrate the mobile
phone uses in his classrom (paragraph 3 &
4)?
(A) To show his agreement to the sales of
mobile phone.
(B) To show the readers that mobile phones
are beneficial in the classroom.
(C) To persuade parents to buy their kids
mobile phones.
(D) To limit the mobile phone usage in the
classrom.
(E) To replace traditional note taking tools
with mobile phones.
04. The followings are TRUE according to the
text, except...
(A) Allowing the use of mobile phones may
promote digital literacy in students.
(B) It is all right if mobile phones distract
students in class, because they can learn
to make their own decision.
(C) If mobile phones are allowed in the
classroom, every student will think that
checking Facebook is more engrossing
than their lessons.
(D) The author encourages the use of
mobile phones both inside and outside
the classroom.
(E) What mobile phones offer is beyond
novelty, fun, and excitement.
05. The underlined word “their” (paragraph 6)
refers to....
(A) The majority of adults.
(B) The majotiry of students.
(C) The teachers.
(D) The lessons
(E) The parents.
06. These are the uses of mobile phones in the
author‟s classroom, except....
(A) To calculate something.
(B) To film experiments.
(C) To time experiments.
(D) To take picture of certain instruments.
(E) To provide students with language
learning audio tracks.
 Antiremed Kelas 11 Bahasa Inggris , CH 3 - Exposition - Exercise
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Text D
Why College Athletes Should be Paid?
There has been major discussion recently
if college athletes should or shouldn‟t be
paid while they are in school. The first thing
opponents say is, “They‟re already getting a
scholarship! That‟s more than anybody else!
Don‟t be greedy!”
Fine, lets‟s not be greedy and look at
how much a scholarship is actually worth.
On average, a full Division 1 scholarship is
$25.000 per year.
“That‟s $100.000 over four years!”
Yes it is, but most athletes don‟t last at a
school for the whole four years. Once you
get a sport involved, there are politics,
injuries, and a call to the office to tell the
player, “Thanks, but we don‟t need you on
this team anymore.” Many players will get a
scholarship for a year or two, then transfer to
a different school which turns out to be a
better situation.
A $25.000 scholarship may seem like a
lot of money, but it really only cobers the
basics. It covers thousands of dollars in
mysterious, uknown university fees, tuition,
housing, a meal plan and multiple hundred
dollar textbooks. Some players, if they some
from a low income household, get a few
hundred dollars each semester from Pell
Grants which enables them to buy chicken
soup instead of chicken flavored ramen.
Contrary to what all the opponents
believe, being an athlete is a full time job. On
a typical day, a player will wake up before
classes, get a life or conditioning session in,
go to class until 3 or 4 p.m., go to mandatory
study half, and then finish homework or
study for a test.
The point of this is that a scholarship
doesn‟t equal cash in a player‟s pocker. Even
with any type of scholarship, college athlates
are typically dead broke. But how much do
the top NCAA executives make? About $1
million per year.
Who else makes money off these near -
professional level athletes?
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First, their own coaches. Many coaches
earn at least $ 100,000 per year to coach one
of the major sport like baseball, basketball,
or football at a school. These coaches will
receive bonuses for getting to the playoffs,
winning championships or breaking school
records. You know what athletes receive as a
bonus? Nothing.
Second is the NCAA. Recently, the
NCAA and CBS signed a $10.8 billion televi-
sion agreement over 14 years. The NCAA is
also considered a non - profit company.
Third, the athletic programs. Universities
bring in hundreds of thousands or even mil-
lions of dollars to their athletic programs
each year. Through donations, ticket sales,
media rights, advertising, and anything else
with a price tag, these athletes are symbols
for their school and their program. If a
school makes a huge scientific achievement,
they will be in the newspaper for a few days.
The athletic teams, however, are in the news-
paper the entire year.
The flip side if this is that not all sports
teams are profitable. For example, some less
popular teams like swimming, tennis, or vol-
leyball don‟t earn the university much money,
and the bigger sports like basketball and
football make up for the lost revenue. So
why would we pay athletes if entire teams
are struggling to survive?
We would pay athletes because when
President Theodore Roosevelt helped create
the NCAA in 1906, he had no idea what it
would grow into. At first, it was a great place
to watch athletes play sports while making
sure the rules were being followed. But now
in the 21st century, the NCAA is a billion
dollar company. Why hasn‟t anything
changed? Because the decision makers have
the mentality of, “This is the way it‟s always
been.” They‟re scared to make amendments,
even when it‟s necessary.
I‟m not saying we should be paying ath-
letes $5.000 or even $10.000 per semester, if
each athlete got $2.000 paid over the course
of the semester, this would give them some
spending cash and an opportunity to start
managing their money.
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Most athletic programs can‟t afford to pay
athletes on their own, so the NCAA and
their executives need to figure out a way to
start compensating their golden geese.
Athletes earn their schools hundreds of
thousands of dollars, increase enrollment,
and if they do well, provide a recruiting
picec for generations. Top NCAA executives
are getting $1 million per year while an
athlete can‟t earn $50 from signing a few
autographs.
Let‟s open our eyes to what‟s really going
on. The NCAA “prevents student athletes
from allowing their likeness to be used for
promotional purpose.”
There‟s only one thing I can say to this :
Why?
01. What is proposed by the author?
04. What does it mean by the underlined word
“mandatory” (paragraph 6)?
(A) Optional
(B) Required
(C) Individual
(D) Planned
(E) Elective
05. Why would the author mention certain
monetary values (paragraph 9, 11, and 12)?
(A) To refuse the argument that athletes
need to be paid.
(B) To show that NCAA and sport coaches
are successful institution/people.
(C) To illustrate how munch money every
party can get from sport.
(D) To emphasize the disparity between ath-
letes and the related constituents.
(E) To compare the disparity between ath-
letes and the related constituents.

02. The followings are TRUE according ot the

text:
(A) The author‟s opponents agree that being
a college athlete is a full time job.
(B) The scholarship for college athletes
covers more than what they need.
(C) College athletes earn $50 from signing a
few autographs.
(D) The majority of athletic programs
cannot pay their own college athletes.
(E) President Theodore Roosevelt helped
create the NCAA in the 1906s.

03. The underlined word “they” (paragraph 15)

refers to...
(A) Athletes.
(B) Decision makers.
(C) Sports
(D) President Theodore Roosevelt‟s and his
team.
(E) Rules.

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