Bahasa Inggris Profesi

UTS
I.

Read each question and underline the key words. Then scan the following car
advertisement to find the correct answers. Work quickly!
1. What is the cheapest car in this ad?
2. Which cars have power windows?
3. How many super cabs are available?
4. Does the Escape Wagon have power steering?
5. Can college graduates get a rebate for all the cars in this ad?
6. For which cars can you get a Daniel Discount?
7. Which car has cash back?
8. Which car has an original list price of $22,790?
9. How many cars have cassette players?
10. In what town is Daniel Ford located?

II.

Read these questions and then skim the following magazine article for the
answers. Work as quickly as you canno more than two minutes for the
skimming.
1.
2.
3.
4.
5.

What does the writer mean by the title?

What does she think about the Internet? How can you tell?
Have you ever read or talked about this issue before?
According to the article, how do educators feel about this issue?
What do you think about this issue? Do you agree or disagree with the writer?

Will the Net Replace Thinking?

by Laura Sessions Stepp

It is 2 A.M. and Daniel Davis, a

first-year University of Maryland student,
has not even started his English paper on
biological warfare, due that day.
No problem. Hell lust do what he
has done before a dozen times or more. He
sits down at his computer in his dorm
room, signs on to Yahoos search engine,
and begins his quest. Six hours and several
bags of chips later, the paper pops out of
his printer, complete.
He doesnt consider visiting the
campus library or opening a book. You
can find whole pages of stuff you need to
know on the Web, fast, he says.
So Davis is a procrastinator. So
what? Professors are used to that. But six
hours? Thats a whole new kind of
extreme.
Welcome to the world of Net
thinking, a form of reasoning that
characterizes many students who are
growing up with the internet as their
primary, and in some cases, sole source of
research. Ask teachers and theyll tell you:
Among all the influences that shape young
thinking skills, computer technology is the
biggest one.
__________________________________
Net thinkers at school appear to
value breadth over depth and other
peoples arguments over their own.
__________________________________
Students first recourse for any kind
of information is the Web. Its absolutely

automatic, says Kenneth Kotovsky, a

psychology professor at Carnegie-Mellon
University in Pittsburgh who has examined
the study habits of young people.
Good? Bad? Who knows? The first
popular Internet browser, Netscape, came
out only about a decade ago. What we do
know after millennia of training minds in
scholarly disciplines is that something has
changed and its not apt to change back.
On the good side, Net thinkers are
said to generate work quickly and make
connections easily. They are more in
control of facts than we were 40 years
ago, says Bernard Cooperman, a history
professor at the University of Maryland.
But they also value information-gathering
over deliberation, breadth over depth, and
other peoples arguments over their own.
This has educators worried.
Seven years ago, I was writing
about the promise of digital resources,
says Jamie McKenzie, a former school
superintendent and library director who
now publishes an e-zine on educational
technology. I have to say Ive been
disappointed. The quality of information
on the Internet is below what you find in
print, and the Internet has fostered a
thinner, less substantial thinking.
The problem is no longer plagiarism
of huge downloaded blocks of text
software can detect that now, when a
teacher enters a few lines of a paper. The
concern is the Internet itself.

Marylaine Block, a librarian and

Internet trainer in Iowa, is blunt: The
Internet makes it ungodly easy now for
people who wish to be lazy.
Jeffrey Meikle, chairman of the
American studies department at the
University of Texas, sees the new world
every time he walks into the main library
on the Austin campus. There, where the
card catalogue used to be, sit banks of
computer terminals.
My students are as intelligent and
hard working as ever, he says, but they
wouldnt go to the library if there werent
all those terminals. All Web resources are
not equal, of course. What aficionados call
the deep Web, including subscription
services such as Nexis and JSTOR,
enables students to find information that is
accurate, thorough and wide-ranging.
I think the Internet encourages
intellectual thinking, says Nora Flynn, a
third-year strident at Maryland. You can
go to so many sources, find things you
never heard of. It forces me to think
globally.
But many students dont have access
to these costly, sophisticated resources or
dont know how to use them. This leaves
them relying on the free Web, a dangerous
place to be without a guide.
Anyone can post anything on the
free Web, and anyone frequently does. A

student who typed Thomas Jefferson

into the Google search engine would get
1.29 million hits; Eminem would bring up
1.37 million. Narrowing ones search to
certain words may not help. The gamelike
quality of screen and mouse encourages
students to sample these sources rather
than select an appropriate text and read
deeply into it or follow an argument to its
conclusion. The result is what Cooperman
calls cocktail-party knowledge.
Hes the model of a man of books:
short-sleeve shirts, glasses, slight stoop, a
pensive air. The Web is designed for the
masses, he says. It never presents
students with classically constructed
arguments, just facts and pictures.
Many students today will advance an
argument, he continues, then find
themselves unable to make it
convincingly. Is that a function of the
Web, or being inundated with information,
or the way were educating them in
general?
The Net has a kind of magical
quality that leads younger students to say
to librarians such as Block, It has to be
true. fit werent true, they wouldnt let it
be there.
Says Block, I have to tell them
there is no they.

III. Read the conversation. Infer answers to the questions below and discuss them with
another student.
A: Is this the kind of thing youre looking for?
B: Its hard to tell. You see, shes got very definite ideas about what she likes.
A: How about a nice little item like this?
B: Hmmm. Youd think Id know by now, but every year I have the same problem!
Those do look nice, but theyre a bit too old-fashioned. She doesnt think of herself
that way.
A: Then what about these. Theyre more classic.
B: No, no. Shes not the classic type. Something more modern . . . like those over there.
A: The ones with all the colors? We usually sell those to, well . . . to younger women.
B: Shes fond of color. Always has been. Says Im so dull in my business clothes...
A: Shall I gift wrap them?
B: No, thats not necessary. Ill just put the box in my pocket.
1.
Where are these people?
3. What did B put in his pocket?
2.
What are they talking about?
4. How old is B?

IV.

Choose items from (i) and from (ii) to complete these sentences in an appropriate
way. Note the punctuation at the ends of the sentences and phrases already given.
i
ii

when

though

at that time

the acting was superb

he was working as a librarian

I was still late for work

we met each other

the snow began to fall

before

by contrast

he began his story

then

nevertheless

Cuba has increased production by 35%

1. The world output of sugar has been in slow decline since 1984. By contrast, Cuba
has increased production by 35 %.
2. Redford published his first novel in 1968.
3. The story told in the film was predictable,
4. He was working in the garden
5. We had lived in the same block of flats for 5 years
6. I got up very early.
7. He waited until the audience was silent.