What is this vocabulary quiz about?

This quiz contains 40 multiple-choice vocabulary questions focusing on parts of the body for elementary English learners.

Who is this quiz suitable for?

It is designed for elementary students in SD–SMP or beginner English learners who want to build vocabulary in a fun way.

Does this quiz score automatically?

Yes. The quiz is self-scoring and gives instant feedback and score once students click Submit.

Do students need an account to play?

No. Students can complete the quiz and get results instantly without registration.

MISTER GURU

Contrasting Discussion Text VS Argumentative Text

2025-12-22T15:15:00.045+07:00

(Membandingkan Teks Diskusi vs. Teks Argumentatif)

At first glance, discussion texts and argumentative texts may look similar because both deal with issues, opinions, and reasoning. However, their purpose, structure, and language use clearly distinguish them. Understanding these differences helps students read critically and write more effectively.

Sepintas, teks diskusi dan teks argumentatif mungkin terlihat mirip karena keduanya membahas isu, opini, dan penalaran. Namun, tujuan, struktur, dan penggunaan bahasanya membedakan keduanya dengan jelas. Memahami perbedaan ini membantu siswa membaca secara kritis dan menulis dengan lebih efektif.

1. 🔎 Focus and Purpose (Fokus dan Tujuan)

A. Discussion Text (Teks Diskusi)

A discussion text aims to present multiple viewpoints on an issue in a fair and balanced way. The writer does not try to influence the reader but provides information so readers can form their own opinion.

(Teks diskusi bertujuan untuk menyajikan berbagai sudut pandang mengenai suatu isu secara adil dan seimbang. Penulis tidak mencoba memengaruhi pembaca, melainkan memberikan informasi agar pembaca dapat membentuk opini mereka sendiri.)

Key purposes (Tujuan utama):
- To explore an issue from different perspectives
  (Mengeksplorasi isu dari berbagai perspektif).
- To show both advantages and disadvantages
  (Menunjukkan keuntungan dan kerugian).
- To remain neutral and objective
  (Tetap netral dan objektif).
Example topic (Topic Contoh):
Should students wear school uniforms?
(Haruskah siswa mengenakan seragam sekolah?)

B. Argumentative Text (Teks Argumentatif)

An argumentative text, on the other hand, is written to persuade. The writer clearly states a position and supports it with strong arguments, evidence, and reasoning to convince the reader.

(Teks argumentatif, di sisi lain, ditulis untuk membujuk. Penulis menyatakan posisi secara jelas dan mendukungnya dengan argumen, bukti, dan penalaran yang kuat untuk meyakinkan pembaca.)

Key purposes (Tujuan utama):
- To defend one clear point of view
  (Membela satu sudut pandang yang jelas).
- To influence readers’ opinions or actions (Memengaruhi opini atau tindakan pembaca).
- To prove that one position is stronger than the others
  (Membuktikan bahwa satu posisi lebih kuat dari yang lain).
Example topic (Topic Contoh):
Why students should wear school uniforms
(Mengapa siswa harus mengenakan seragam sekolah).

2. 🏗️ Text Structure (Struktur Teks)

Discussion Text Structure	Argumentative Text Structure
Introduction: Introduces the issue and its importance. (Mengenalkan isu dan pentingnya.)	Introduction: Introduces the issue and clearly states the writer’s position. (Mengenalkan isu dan posisi penulis.)
Arguments For: Supporting evidence. (Argumen pendukung/Pro)	Body Paragraphs: Present arguments, facts, and expert opinions. (Menyajikan argumen, fakta, dan opini ahli.)
Arguments Against: Opposing evidence. (Argumen penentang/Kontra)	Refutation: Weakening opposing arguments. (Sanggahan terhadap argumen lawan.)
Conclusion: Summarizes both sides; remains neutral. (Ringkasan kedua sisi; bersifat netral)	Conclusion: Restates position with a call to action. (Menyatakan kembali posisi dengan ajakan bertindak)

3. 🔊Language Features (Ciri Kebahasaan)

A. Discussion Text Language Features:

Neutral and factual language (Bahasa netral dan faktual).
Modal verbs for possibility: could, might, may, should (Kata kerja modal untuk kemungkinan).
Balanced connectors: on the other hand, however, furthermore, in contrast (Kata penghubung seimbang).
Example: School uniforms might help improve discipline; however, they could also limit students’ self-expression.

B. Argumentative Text Language Features:

Persuasive and emotive language (Bahasa persuasif dan emotif).
Strong modal verbs: must, need to, have to (Kata kerja modal yang kuat).
Logical and causal connectors: therefore, because, as a result, consequently (Kata penghubung sebab-akibat).
Example: Students must wear uniforms because they create equality and improve discipline.

4. 🗝️ Key Example Comparison (Perbandingan Contoh)

A. Discussion Text: "Should Schools Ban Junk Food?"

Intro: Introduces the junk food debate. (Mengenalkan debat junk food).
For: Improves students’ health. (Meningkatkan kesehatan siswa)
Against: Students lose choice; canteens suffer. (Siswa kehilangan pilihan; kantin merugi).
Conclusion: Suggests moderation. (Menyarankan moderasi/jalan tengah)

B. Argumentative Text: "Why Schools Must Ban Junk Food"

Intro: States belief that a ban is necessary. (Menyatakan keyakinan bahwa larangan itu perlu).
Body: Explains health risks and counters "choice" arguments. (Menjelaskan risiko kesehatan dan menyanggah argumen "pilihan bebas").
Conclusion: Urges immediate implementation (Mendesak penerapan segera).

📋 Short Conclusion (Ringkasan Singkat)

A. Discussion Text = Balanced exploration of an issue (Eksplorasi masalah yang seimbang)
B. Argumentative Text = Persuasive defense of one position (Pembelaan persuasif pada satu posisi).

Go to Next Page: Interactive Exercise

1 2

Expand Your Knowledge Here

📘 All You Should Know about Discussion Text 📘 Hortatory Exposition - Example Texts 📘 Hortatory Exposition - "What" and "How" 📘 Analytical Expositions: Example Texts 📘 A Complete Guide to Analytical Exposition Texts

30 Basic Vocabulary Questions for Elementary: Animals

2025-12-18T09:52:00.144+07:00

Let’s test your English vocabulary about animals! This quiz is designed for elementary students and includes questions about pets, farm animals, wild animals, and animals that live in the ocean or the sky. Choose the best answer for each question and check your score at the end. Good luck — you can do it!

Directions:

Choose the best answer for each question. Use Back and Next to move between questions. When you are finished, click Submit to view your score. To take the quiz again, click Reset button.

Prev: Standar Kompetensi Lulusan (SKL) Ujian Nasional Bahasa Inggris SMK 2/2/14 12:27 PM PV5191

40 Basic Vocabulary Questions for Elementary: Parts of the Body

2025-12-08T22:32:00.018+07:00

1 2 3 4 5 6 7 8

1st published: Vocabulary Exercise: How Much Do You Know About Computer? 8/27/11 8:24 PM PV 2568

Causative Verbs Practice

2025-12-06T12:53:00.000+07:00

Causative Verbs

To Have / Get Something Done

Interactive Grammar Exercise

🌐Mister Guru

Published: 09/02/2012 08:44PM
Updated: 12/05/2025 PV 23989

English Dialogue with Exercises: Using the Past Perfect Tense to Talk About Past Events

2025-12-01T16:42:00.013+07:00

Setelah mempelajari bagaimana bentuk dan penggunaan Past Perfect tense pada laman 👉 Past Perfect Tense: Bentuk, Penggunaan, dan Latihan Soal, sekarang mari kita mendalami penerapan Past Perfect tense dalam dialog atau percakapan sehari-hari, khususnya untuk membicarakan kegiatan atau kejadian yang terjadi sebelum peristiwa lain di masa lampau.

Setelah itu, kerjakan latihan soal untuk memastikan kalian benar-benar memahami materi ini. Selamat berlatih, and good luck with your English!

Aldo and Nina are talking in a coffee shop while discussing a school drama performance, using the Past Perfect tense to describe events in the past.

A. Past Perfect Tense dalam Dialog

Aldo: "I'm sorry you couldn't come to the play with me last night, Nina."

Nina: "I'm sorry too, Aldo, but I'd already made other arrangements before you invited me."

Aldo: ""I know. But if you'd been able to come, you would have enjoyed it very much."

Nina: "Was it a good play?"

Aldo: "Yes, it was a good play, but there's another reason why you would have enjoyed yourself."

Nina: "Why would I have enjoyed myself, then?"

Aldo: "Because it was so funny."

Nina: "But it wasn't a comedy, was it? I thought that they'd decided to do a drama."

Aldo: "That's right! They'd decided to do a serious drama, and they did a drama! But they hadn't prepared the play properly."

Nina: "And so it became funny?"

Aldo: "Yes! I laughed till I cried. Until I saw that play last night, I hadn't realized that a serious drama could be so amusing."

Nina: "Oh, please tell me all about it. What happened?"

Aldo: "At the beginning of the play, there was nobody on the stage. Then, one of the actors entered, and sit on a chair."

Nina: "Oh please, Aldo. Don't laugh! Tell me what happened."

Aldo: "Well, he'd just sat down when someone knocked at the door. He turned around suddenly - and the chair broke!"

Nina: "Oh dear! And by that time he hadn't spoken a word, I suppose."

Aldo: "No. Everybody laughed. The actor who was knocking at the door hadn't heard the crash, so he knocked again. The actor who had broken the chair called out: "Come in!" The first actor hadn't got up from the floor when the second one came in and started to laugh too!"

Nina: "And then what happened?"

Aldo: "When they removed the broken chair, the play really began."

Nina: "But you said that the actors hadn't learnt the play properly. Tell me about that!"

Aldo: "A little later, at one of the most interesting moments in the play, one of the actors forgot what to say next. He couldn't remember what to say, and nobody helped him."

Nina: "Oh, poor man! What did he do?"

Aldo: "After he'd stood there for a few moments, he started to speak again, but they weren't the right words. Because he hadn't said the right words, the other actors didn't know what to say next."

Nina: "And I suppose everyone laughed again!"

Aldo: "Yes, and when they'd started to laugh, they couldn't stop laughing during the rest of the play. The actors made a lot more mistakes, and people laughed more and more. It was a wonderful play!"

Nina: "Well, Aldo, I'm really sorry I'd made those other arrangements!"

Practice: Past Perfect (Self-Scoring)

Isi jawaban pada setiap kotak. Semua jawaban tanpa huruf besar/kecil sensitif. Tekan Submit untuk melihat skor. Untuk mengulang latihan, tekan Reset untuk menghapus jawaban dan memulai kembali.

A. Identify the Past Perfect (write had + V3 only)
From the dialogue: write any 10 different had + V3 phrases (e.g. had made, had prepared, ...). Duplicate entries count only once.
B. Complete the Sentences (fill with Past Perfect)
1. By the time the play started, the actors their lines properly.
2. She was really tired because she all day.
3. When we arrived, the movie .
4. He couldn’t answer the question because he .
5. After I , I went to bed.
C. Rewrite the Sentences using Past Perfect
1. I arrived late. Lisa left a few minutes earlier. (Use "When")
2. He didn’t pass the test. He didn’t study.(Use "Because" or "So")
3. They went home. They had dinner first. (Use "After" or "Before")
4. We didn’t get tickets. The concert sold out. (Use "Because" or "As")
5. The teacher was angry. The students made noise. (Use "Because", "As" or "So")

Reference:

Thomson & Martinet (1986). A Practical English Grammar (4th Ed). Oxford: Oxford University Press.
Allen W. Stannard (1989). Living English Structure. Hong Kong: Longman.
Radio Australia, English for You. Victoria: The Dominion Press.

Published: Sun, 4/7/19 9:15 PM, PV14212
Updated: Mon, 12/1/25 (Interactive Exercise included)

50 Latihan Soal Interaktif Persiapan English Olympiad & Ujian Sekolah SMP/MTs — Lengkap & Gratis

2025-11-28T15:31:00.010+07:00

50 Latihan Soal Interaktif

English Olympiad & Ujian Sekolah

Bahasa Inggris Tingkat SD–SMP

🌐Mister Guru

Instruction: Choose the best answer to each question by crossing A,B,C, or D.

You find this notice along the road.

It means that only people who go ... can use the sidewalk.
1. by cars
2. on bikes
3. on foot
4. on wheels
You find this notice near a school.

The warning means ....
1. People very often drive at high speed around the school safe zone.
2. School children may not cross the street outside the school safe zone.
3. If people speed around the school safe zone, their car will be in trouble.
4. School children will be in danger if people drive fast along the school safe zone.

Read the advertisement to answer questions 3 to 4.

Did you know
THAT WITHOUT THE EXTRA Rp.207.000.000.000 TAX SMOKERS PAY EACH DAY, WE COULD FACE AN INCREASE IN VAT FROM 22%?

Issued by the Tobacco Advisory Council. Speaking up for smokers.

Plaza Kuningan, Jakarta.JKT 1000

Who made this advertisement?
1. Smokers
2. The Tobacco Advisor Council
3. Tax payers
4. Plaza Kuningan
The word “increase“ in the text can be replaced with ....
1. Addition
2. Decrease
3. Gathering
4. Collection

Read the text to answer questions 5 to 6.

Sandra,

I have to see Grandma. Buy these things to Indri’s store for the next breakfast: a bottle of milk, a pack of bread, a kilogram of eggs, four packs of instant noodles.

Love,
Mom

Who wrote the note?
1. Sandra
2. Sandra’s mother
3. Sandra’s grandma
4. Mrs. Indri
What did Sandra have to do?
1. Go to Grand Mal
2. Go shopping
3. Visit her grandmother
4. See Mrs. Indri

Read the text to answer questions 7 to 8.

Dear Anita,

Hi friend, I'm happy to invite you to my 15^th birthday party
Date: Sunday, Nov 30^th, 2025
Time: 4 p.m.
Place: Jl. Mangga no 53 Probolinggo
Please, arrive on time. Without you, the party will be meaningless.

With love,
Harlina

In what year was Harlina born?
1. 2009
2. 2010
3. 2011
4. 2012
Who does the word “you“ refer to?
1. Anita and her friends
2. Anita’s friends
3. Harlina’s friends
4. Anita

Read the text to answer question no 9 and 10.

Dear Irma,

Congratulations on your achievement in the English test! You are really the best. Keep up the good work!

Reantini

What is the purpose of the text?
1. To invite someone
2. To describe someone
3. To suggest someone
4. To congratulate someone
From the text we can conclude that ....
1. Irma gets the highest score.
2. Irma congratulates Reantini.
3. Irma likes to work with Reantini.
4. Reantini is the cleverest student.

Read the text to answer question no 11 to 14.

Last holiday, Rahardian took a trip to Bali. He went there with his schoolmates as part of a school study tour program. They travelled by bus and left school on Friday, July 17^th, at about 2 p.m.

After leaving the school, the buses drove quickly toward Bali. They passed through many cities in Central and East Java. The students found the journey very interesting and enjoyed the beautiful view along the road.

At around 5 a.m. the next day, they arrived at Ketapang in Banyuwangi. From the port, they continued their trip by boarding a ferry. While crossing the Bali Strait, they enjoyed the amazing view of the sea. A few moments before reaching Gilimanuk, a port in Bali, something surprising happened. Many boys were climbing up the ferry and then jumping into the water to dive for coins thrown by the passengers. The water was so clear that the coins could be seen easily. The boys were excellent divers.

It was Rahardian’s first experience travelling by sea, and it was very exciting.

What is the purpose of the above text?
1. To retell a past activity.
2. To inform about the view of the road.
3. To describe Bali island.
4. To tell about how to sail on a ship to Bali.
What does the first paragraph talk about?
1. Rahardian and his classmates arrived safely in Bali.
2. Rahardian and his classmates went to Bali on a ship.
3. How Rahardian and his classmates arranged the study tour.
4. Rahardian and his classmates went to Bali for a study tour..
What did they enjoy along the journey?
1. Big cities.
2. The view along the road.
3. Good divers.
4. The view of the sea.
The word “port“ has the same meaning as the word ....
1. City
2. Strait
3. Road
4. Harbor

Read the text below to answer questions 15 to 18.

📚 THE LINGUISTICS CLUB

460 Language Road Singapore 426626 Tel: 99274484 Fax: 93771206
JAPANESE LANGUAGE COURSE

INTRODUCTION
The Japanese Course to beginners lasts for ten sessions. The course will focus on practical language use. At the end of the course, you will possess and master a conversational level of Japanese. This course is suitable for people who may be learning the language for business or leisure.

COURSE PROGRAM (10 SESSIONS) presented to participants who have completed at least 8 session Course.

Commencing Date: November 29^th, 2025.
Every Saturday from 07.00 pm to 09.00 pm

Closing Date (Registration): December 8^th, 2025

This course is especially useful to people who are ....
1. interested in the Japanese culture.
2. familiar with the language.
3. new to the language.
4. natives of Japan.
At the end of the course, participants will be able to ....
1. speak fluently in Japanese.
2. converse in simple Japanese.
3. conduct business deals in Japanese.
4. translate English to Japanese easily.
Certificates will be awarded to people who ... at least eight out of ten sessions.
1. conduct
2. attend
3. teach
4. learn
How long will each session of the course take?
1. Two hours
2. Three hours
3. Four hours
4. Five hours

Look at the table to answer questions 19 and 20.

Route No	City Hall	Main and Spring	Oakdale	Shopping Mall	City University
12 A	1.15	2.20	-	2.19	2.28
22 B	2.35	-	2.53	-	3.15
23 C	3.15	3.24	-	3.42	-
34 A	4.05	4.13	4.22	4.29	4.35

Which bus carries passengers from Main and Spring to Oakdale?
1. 12 A
2. 22 B
3. 22 C
4. 34 A
How long does it take from City Hall to Shopping Mall by bus number 23C?
1. Twenty seven minutes
2. Twenty nine minutes
3. Thirty seven minutes
4. Forty nine minutes

Read the text to answer question no 21 to 25.

Once upon a time, there lived a poor widow and her only son, Jack. They were so poor that one day they had nothing left to eat. Their only cow had stopped giving milk, so Jack’s mother asked him to take the cow to the market and sell it for money.

On his way to the market, Jack met an old man who offered him five magic beans in exchange for the cow. The man told Jack that the beans would grow into something wonderful. Jack believed him and traded the cow for the beans.

When Jack returned home, his mother became very furious. Instead of money, he brought only beans. She scolded him and threw the beans out of the window. Jack went to bed feeling sad.

The next morning, Jack woke up and was shocked to see a huge beanstalk growing right outside his house, reaching high into the sky. Curious and excited, Jack decided to climb it.

At the top of the beanstalk, Jack found a large castle. Inside the castle lived a giant and his wife. When Jack heard the giant’s loud footsteps and booming voice, he became frightened and quickly hid inside a cupboard. From his hiding place, Jack saw the giant counting his gold coins.

When the giant finally fell asleep, Jack quietly took a bag of gold and ran back down the beanstalk. He and his mother were very happy because the money helped them buy food and live comfortably.

Where did Jack sell his cow?
1. At castle
2. At the market
3. At the butcher’s house
4. On the way to the market
What is the story about?
1. Jack and the butcher
2. Jack and the giant
3. A poor widow and his son
4. Jack and the beanstalk
Jack’s mother got very furious when she saw the beans and ....
1. throw them away
2. take them away
3. pick them up
4. throw them up
What might be the reason why Jack ran into a cupboard when he heard the giant's voice?
1. He was afraid of her mother.
2. The giant was angry with him.
3. He was afraid of the giant.
4. The giant didn't know that Jack was there.
What is the moral of the story?
1. Big rewards can come from taking small chances.
2. A mother should not be short-tempered.
3. Poverty sometimes makes people hopeless.
4. We should take pity on people living in poverty.

This text is for questions 26 to 28.

Lance Armstrong’s Discovery Channel won the team time trial of the Tour de France on Tuesday, giving the six-time champion the overall race lead. The 33 year-old American led his team to victory for the third straight year in the time trial, clocking 1 hour, 10 minutes, 40 second for the 67.5 kilometers trek from Tour to Blois. Team CSC placed the second, 2 second behind.

What is the news about?
1. The Tour de France
2. The teams in the race
3. The Discovery Channel Team
4. The victorious team of Armstrong’s
“... led his team to victory”. The closest meaning to the underlined word is ....
1. Joy
2. Success
3. Defeat
4. Conquer
What is team CSC’s time?
1. 1 hour, 10 minutes, 38 seconds.
2. 1 hour, 10 minutes, 40 seconds.
3. 1 hour, 10 minutes, 42 seconds.
4. 1 hour, 10 minutes, 44 seconds.

The text is for question 29 to 31.

You know there’s lemon juice, lime juice, grape juice, but what about watermelon juice? Here is a great way to make it and add it to your tropical breakfast.

Watermelon
Bowl, rubber container, or plate
Fork
Knife
Sugar (optional)
Cutting Board
Plastic or glass pitcher
Electric blender

Steps

Slice the watermelon on a cutting board. Cut them into pieces about 1 inch thick.
Put the watermelon slice into bowl, rubber container, or on to a plate, using fork to prevent messiness.
Put the watermelon in the blender. Add sugar or sweetener, if desired. Pour in a couple of cups of cold water and some ice cubes.
Blend well until smooth.
Serve over lots of ice.

How many things do we need to make watermelon juice?
1. Five
2. Eight
3. Nine
4. Ten
"Add sugar or sweetener". The sentence means ....
1. You can add both sugar and sweetener.
2. Sugar is bitter than sweetener.
3. Sugar and sweetener are must-have ingredients.
4. The sweetener is the same as sugar.
What is the purpose of the text above?
1. To show the ingredients of watermelon juice.
2. To describe the watermelon juice.
3. To tell how to make watermelon juice.
4. To retell the making of watermelon.

The text is for questions number 32 - 33.

Up to 40% OFF
Annual Promo Special
Seven days only storewide
At Al DC World Bookstore

From the text we know that ....
1. The promo will last for more than a week.
2. All items get more than a 40% discount.
3. We can get discount at any DC World Bookstores.
4. Al DC World Bookstores are wide enough to shop.
How frequent is the promo?
1. Once a year
2. Twice a month
3. Once a month
4. Twice a year

The text is for question 34 to 36.

MY PET 🐶

I have a pet. It is a dog and I call it Brownie. Brownie is a Chinese breed. It is small, fluty and cute. It has got thick black fur. When I cuddle it, the fur feels soft. Brownie doesn’t like bones. Everyday I give food like steamed rice, fish or bread. Every morning I give her milk and bread. When I am at school Brownie plays with my cat. They get along well and never fight because Brownie doesn’t bark a lot. Brownie is really a sweet and friendly animal.

The purpose of the text is ....
1. To share a pet with readers
2. To entertain the readers
3. To tell about past events
4. To describe a particular animal
What does the text tell us about?
1. Brownie
2. My cat
3. A friendly animal
4. A cute animal
What does the writer feed Brownie with every morning?
1. Steamed rice and fish
2. Milk and bread
3. Fish and bread
4. Bread and steamed rice

The text is for question 37 to 39.

📣 Announcement – Girls’ Basketball

There will be a girls’ basketball meeting after school tonight in the library.

All team members must turn in their required documents by Friday.
Reminder: Mitchell Lahr and Kira Eng must submit their permission forms to Mr. Discher by the end of today.
Players riding the suburban tomorrow should arrive no later than 7:20 AM.

Have a great weekend! 🏀✨

When will the meeting be held?
1. Tomorrow morning
2. After school tonight
3. During the weekend
4. At 7:20 AM
What must students riding the suburban tomorrow do?
1. Submit their documents
2. Meet Mr. Discher after school
3. Turn in permission forms today
4. Arrive at school no later than 7:20 AM
“All team members must turn in their required documents by Friday.” The phrase “turn in“ has similar meaning to ....
1. Copy
2. Check
3. Write
4. Submit

The text is for question 40 to 42.

🧋 MILK CALCIUM

Dietary Supplement
600 mg 100 Soft gels
Supplement Facts
Serving size: 1 soft gel

Amount per 1 soft gel		% Daily Value
Vitamin D	200 IU	50
Calcium (from milk)	600 mg	60
Zinc	15 mg	*

*Daily value has not been established

Other ingredients: Gelatin, Glycerin, Purified Water
Directions: As a dietary supplement, take one soft gel for adults daily.

Manufactured for:
NU-HEALTH PRODUCTS CO.
Walnut, CA 91789
Made in U.S.A.
EXP 04 27 26
LOT 2 75 61

When would it be best to consume the product?
1. during the production time
2. after April 4th, 2026
3. before April 27th, 2026
4. on April 4th, 2026

How many soft gels should someone take everyday?
1. 1 gel
2. 15 mg
3. 200 IU
4. 600 mg
“Daily value has not been established.” What is the meaning of the underlined word?
1. ordered
2. determined
3. carried
4. helped

Read the text to answer questions 43 to 45.

Date: Fri, November 21^st 2025 16.33-0700 (PDT)

Have you opened the present? Just see and you will love it. I am afraid I can’t see you tomorrow. Four friends are coming to my house. How about next two days? Let’s find some time to talk.
Regards,
Arya

What is the purpose of writing the e-mail?
1. Informing a plan to see four friends
2. Congratulating someone
3. Postponing an appointment
4. Making an appointment
What is not mentioned in the e-mail?
1. The date
2. The recipient's name
3. The purpose of writing
4. The writer's name
“Let’s find some time to talk” — The sentence above means ....
1. The writer was a little bit busy.
2. The right time to talk is missing.
3. The writer asked for the right time to meet.
4. The time of the meeting was already decided.

Read the text to answer questions 46 to 48.

Susan is standing in front of her ... (46). She is thinking about what to wear to Virna’s party. Her mother has bought her a new dress. But she can’t wear it. Her sister borrowed it and she hasn’t returned it yet. She can’t ... (47) her blue dress either. She has worn it to Emmy's party. The red blouse looks good, but she has lost its matching skirt. It is 3.30 pm.now. Bobby has promised to come and ... (48) her at 4, but she hasn’t found the right dress yet.

Susan is standing in front of her ... (46).
1. table
2. mirror
3. wardrobe
4. television
She can’t ... (47) her blue dress either.
1. wear
2. tear
3. wash
4. sew
Bobby has promised to come and ... (48) her at 4.
1. invite
2. return
3. bring
4. fetch
Arrange these words into good notice.
here – please – purchases – your – place
1 2 3 4 5
1. 3 – 4 – 5 – 1 – 2
2. 5 – 4 – 2 – 3 – 1
3. 2 – 5 – 4 – 3 – 1
4. 4 – 3 – 2 – 1 – 5
Choose the right order of the following sentences into a good paragraph.
1. So, he went to a big tree for good fortune.
2. Anton wanted to be a rich man instantly.
3. A boy was watching when he put it under the tree.
4. He brought an offering there.
5. The next day Anton went there again.
6. He stole the offering as soon as Anton left.
7. He hoped to become rich, but in fact he was still poor.
8. He wondered why the offering had lost.
9. He thought God ate it.
1. 2 – 1 – 3 – 4 – 5 – 6 - 9 – 7 – 8
2. 2 – 1 – 3 – 5 – 4 – 6 – 7 - 9 – 8
3. 2 – 1 – 4 – 3 – 6 – 5 – 8 – 9 - 7
4. 2 – 1 – 4 – 6 – 3 – 5 – 8 – 7 - 9

Coba Soal Lainnya

📘 Paket 1C: Soal Interaktif Persiapan Olimpiade Bahasa Inggris SD–SMP 📘 Vocabulary Exercise for Elementary–Intermediate English Olympiads 📘 Try Out OSN & USBK Bahasa Inggris Tingkat SMP-MTs: Paket Soal 4B (Lanjutan)

Published: Mar 18, 2013 11:00PM | Latihan Soal English Olympiad & Ujian Sekolah Bahasa Inggris SMP / MTS
1st Update: Apr 15, 2013: Corrections on no. 17, 20, 28, 50.
2nd Update: Jun 11, 2024
3rd Update: Nov 28, 2025 PV3391

Paket 1C: Soal Interaktif Persiapan Olimpiade Bahasa Inggris SD–SMP

2025-11-26T16:39:00.008+07:00

Soal Persiapan Olimpiade

Bahasa Inggris Tingkat SD–SMP

Paket Soal 1C

🌐Mister Guru

Multiple Choice Questions.

I’m a .... I grow rice. I work with a hoe in a rice field.
1. farmer
2. grocer
3. fisherman
4. butcher
I like taking .... My hobby is photography.
1. cameras
2. paintings
3. pictures
4. drawings
Dea: The room is very dirty.
Gita: Yes. Where is the ...? I want to sweep the floor.
1. mop
2. duster
3. brush
4. broom
Ria: The flowers look dry. They need water.
Kinan: Yes. Let's fill this ... with water and water them.
1. bucket
2. broom
3. brush
4. soap
Look at the traffic sign. It means ....
1. we should know that many pedestrians walk here.
2. we should be careful of many road crossers.
3. the street is designed for pedestrians.
4. cars and motorcycles may not enter the road.
We taste food using our ....
1. tooth
2. nose
3. lips
4. tongue
If you want to see wild animals, go to the ....
1. palace
2. pet shop
3. zoo
4. museum
The sun sets in the ....
1. east
2. north
3. west
4. south
Salsa: How ... are you?
Rena: I am twelve years old.
1. long
2. old
3. tall
4. age
Mr. Dani lives ... Probolinggo.
1. in
2. at
3. with
4. on

Questions 11 to 15 refer to the picture below.

Which is true according to the map?
1. The school is located to the east of the bank.
2. The apartment is on the same street as the stadium.
3. The cinema is located on the corner of Corriander Street and Cinnamon Street.
4. The park is located south of the shopping mall.
Where is the bank located?
1. Next to the Green Open Space
2. Across from the public library
3. On the corner of Candlenut Street and Cinnamon Street
4. Opposite the stadium
If you are at the school, and you walk east on Cinnamon Street, what building will you see next?
1. The apartments
2. The cityhall
3. The cinema
4. The bank
The City Hall is located ....
1. south of the green open space
2. west of the school
3. east of the bank
4. north of the school
If you are at the shopping mall and you want to go to the City Hall, walk west along Cinnamon Street, ... at the traffic light into Corriander Street. Walk south and you will find the City Hall at the first crossroad.
1. walk straight
2. turn left
3. turn right
4. turn around

Questions 16 to 24 refer to the picture below.

Mr. Mario is Ivan’s ....
1. uncle
2. brother
3. grandfather
4. father
Diana is Laila’s ....
1. daughter
2. niece
3. sister
4. mother
Chairul is Mrs. Mario ....
1. grandfather
2. grandson
3. grandchildren
4. grandparents
Mr. and Mrs. Mario have three children. They are ....
1. Hadi, Ivan, and Kayla
2. Aisyah, Ivan, and Laila
3. Chairul, Salsa, and Diana
4. Aisyah, Ivan, and Kayla
Salsa and Diana are ....
1. cousins
2. nieces
3. nephews
4. step children
Aisyah has a .... Her name is Diana.
1. cousin
2. daughter
3. nephew
4. niece
Hadi is Laila’s ....
1. step son
2. brother
3. brother-in-law
4. uncle
Laila is Chairul’s ....
1. mother-in-law
2. aunt
3. uncle
4. stepmother
Mr. and Mrs. Mario are Hadi’s ....
1. parents-in-law
2. parents
3. grandparents
4. step parents
This is my uncle. He helps protect the public in emergency situations. He is a ....
1. policeman
2. fire extinguisher
3. fire fighter
4. water man
Adi is playing football with his friends in the backyard. They are very noisy. Adi's mother doesn't like it because Adi’s little sister is taking a nap. What will Adi’s mother probably say to them?
1. Please don't make noise!
2. Please, be careful when you kick the ball!
3. Close the door, please!
4. Do not catch the ball!
Gani likes playing traditional games with his friends. His favorite game is .... In this game, one player becomes the guard and he must find all the hiding players.
1. hide and seek
2. snake and ladder
3. cat and mouse
4. hide and run

Complete the text below to do questions 28 to 31

1. wife home
2. wife house
3. house woman
4. housewife
1. sister
2. niece
3. grandson
4. brother
1. like
2. likes
3. likely
4. liked
1. Their
2. Them
3. They
4. Theirs

Read the text below and answer questions 32 to 35.

students

The word “students” has the same meaning as ....
1. Pupils
2. Children
3. Principals
4. People
Why do all students, teachers and staffs gather in the yard?
1. To go earlier
2. To join the flag ceremony
3. To gather the flags
4. To plan a ceremony
How often do they have the flag ceremony?
1. In the morning
2. Everyday
3. Every Monday
4. Today
“It” is held every Monday.
The word “it” refers to ....
1. the ceremony
2. the flag
3. the yard
4. the school

Power Up Your Preparation

📘 Try "Soal Olimpiade Bahasa Inggris Elementary SD - SMP Paket 1A" 📘 Go on to "Try Out OSN & USBK Bahasa Inggris Tingkat SMP-MTs: Paket Soal 4B" 📘 Browse our Test Library

^{Published: 082210 0505PM PV 9123
1st Update: 021120 12:57PM
2nd Update: 112650 4:36PM PV21612}

Perjalanan 35 Tahun Mengajar Bahasa Inggris: Refleksi di Hari Guru

2025-11-25T20:13:00.003+07:00

Di Hari Guru Nasional tahun 2025 ini, saya kembali melihat perjalanan panjang yang telah saya tempuh sebagai seorang pendidik. Siapa sangka perjalanan itu bermula sejak saya masih duduk di kelas 3 SMA—mengajar anak-anak SD dan SMP di sore hari hanya demi uang jajan. Saat itu, saya tidak pernah membayangkan bahwa langkah kecil tersebut akan membawa saya pada dunia yang begitu bermakna hingga kini, lebih dari tiga puluh lima tahun kemudian.

Selama puluhan tahun itu, saya menyaksikan begitu banyak perubahan—baik dalam metode pengajaran, teknologi, maupun karakter murid-murid yang saya temui. Namun ada satu pelajaran penting yang tidak pernah berubah: setiap anak memiliki potensi, keunikan, dan jalannya sendiri untuk bersinar.

Tidak semua siswa berkembang dengan kecepatan yang sama, dan tidak semua memiliki kecocokan dengan suatu mata pelajaran. Pengalaman panjang ini mengajarkan saya bahwa hal itu bukan alasan untuk berkecil hati—justru menjadi alasan untuk terus percaya. Banyak siswa yang dulu tampak “kesulitan” dalam pelajaran tertentu ternyata menjadi pribadi yang sukses di bidang yang sama sekali berbeda. Mereka menemukan panggilan hidupnya sendiri, dan saya bangga pernah menjadi bagian kecil dalam perjalanan mereka.

Karena itu, prinsip yang saya pegang hingga hari ini sederhana namun mendasar:
“Jangan meremehkan siswa mana pun. Hargai mereka sebagai manusia dengan kekuatan dan kelemahan masing-masing. Bagaimanapun juga, kita tidak seharusnya mengajar ikan bagaimana cara berlari.”

Tugas seorang guru bukan menuntut semua anak menjadi sama, tetapi memberi ruang agar setiap anak menemukan tempatnya. Tugas kita bukanlah menilai anak dari satu mata pelajaran, tetapi membantu mereka menemukan tempat di mana mereka dapat bersinar.

Mengajar, pada akhirnya, bukan hanya soal materi pelajaran, tetapi soal hati, empati, dan menghargai proses setiap individu. Di sinilah saya selalu percaya pada sebuah motto indah: “A teacher takes a hand, opens a mind, touches a heart.”

Di Hari Guru Nasional ini, saya bersyukur pada setiap siswa, setiap rekan, dan setiap pengalaman yang telah membentuk saya menjadi pendidik seperti hari ini. Perjalanan ini belum usai, dan saya berharap masih dapat berjalan lebih jauh—tetap belajar, tetap berbagi, dan tetap melayani.

Selamat Hari Guru untuk semua pendidik yang terus menyalakan cahaya belajar di mana pun berada.

XII MP1: 19 Sep 2024

Hari Guru 2023 bersama XI MP1

Bersama XI OTKP 4: 29 Jan 2016

^{Prev: Kisi-Kisi Soal dan SKL UN Bahasa Inggris SMK - 2/09/2012 06:25:00 AM PV7823}

Arti Sebenarnya ‘Healing’: Mengapa Orang Indonesia Sering Salah Kaprah?

2025-11-23T23:09:00.001+07:00

Dalam beberapa tahun terakhir, kata healing menjadi salah satu istilah populer di Indonesia. Banyak orang menggunakannya untuk menyebut kegiatan liburan, jalan-jalan, atau sekadar refreshing. Namun dalam bahasa Inggris, makna healing sebenarnya lebih spesifik.

Apa arti ‘healing’ dalam bahasa Inggris?

Menurut kamus Meriam-Webster healing berarti:

the act or process of curing or of restoring to health
the process of getting well

Jadi, dalam bahasa Inggris, kata healing artinya pemulihan atau penyembuhan—baik fisik maupun emosional. Kata ini digunakan ketika seseorang sedang pulih dari:

stres berat
kelelahan mental
kesedihan
trauma
heartbreak (patah hati)
atau situasi yang benar-benar menekan

Jadi, jika seseorang berkata, “I’m healing right now,” maknanya adalah ia sedang recovering (memulihkan diri) dari suatu kondisi emosional atau fisik yang tidak menyenangkan.

Mengapa di Indonesia artinya berbeda?

Dalam bahasa gaul Indonesia, healing mengalami pergeseran makna. Banyak orang memakai kata ini untuk liburan santai, melepas penat, short trip, atau nongkrong untuk refreshing. Meskipun tidak ada stres atau trauma yang perlu dipulihkan.

Ini hal yang wajar dalam linguistik, di mana ada istilah "semantic shift", yaitu ketika kata serapan digunakan secara berbeda atau mengalami perubahan makna pada bahasa asli. Kata serapan memang sering bergeser makna sesuai budaya. Namun, penting bagi pelajar bahasa Inggris untuk mengetahui makna aslinya agar tidak salah dalam konteks formal atau akademik.

Jadi, kapan sebaiknya memakai kata ‘healing’?

Gunakan ‘healing’ ketika memang ada proses pemulihan, misalnya:

I’m healing after a stressful week.
She needs time to heal after her loss.

Untuk liburan atau refreshing, gunakan:

vacation
traveling
a short getaway
a break
recreation

Jadi kesimpulannya, healing dalam bahasa Inggris berarti pulih atau memulihkan diri dari sesuatu yang menyakitkan, bukan sekadar liburan biasa. Namun dalam budaya Indonesia, kata ini sudah berkembang menjadi istilah populer untuk refreshing. Keduanya tidak salah—hanya berbeda konteks. Sebagai pembelajar bahasa, penting bagi kita untuk memahami perbedaan ini agar tidak salah kaprah dalam penggunaan konteks formal atau akademik.

^{Prev: Soal Essay Ujian Sekolah Bahasa Inggris SMA - SMK: Versi 1 3/20/19 8:49AM PV13600}

Vocabulary Exercise for Elementary–Intermediate English Olympiads

2025-11-22T10:35:00.005+07:00

English Vocabulary Exercise

Elementary–Intermediate Olympiads

Bahasa Inggris Tingkat SMP/MTs

🌐Mister Guru

English Vocabulary multiple choice exercise for Elementary–Intermediate Level

Latihan soal ini bisa digunakan sebagai bahan pengayaan atau persiapan Olimpiade bahasa Inggris untuk siswa SMP/MTs, ditujukan untuk menambah kekayaan kosa kata (vocabulary) bahasa Inggris mereka. Mari kita coba mengerjakan quiz atau latihan soal Bahasa Inggris pilihan ganda ini.

Selamat mengerjakan!

The animal is not tame, so don’t ... it.
1. greet
2. quicken
3. operate
4. provoke
In some countries, employers are accused of ... their workers by paying them low wages.
1. exploding
2. exploiting
3. exposing
4. exploring
Rupiah is Indonesian ....
1. currency
2. fund
3. cash
4. dollar
The air was very hot and still, but then came a few gentle ... of wind, followed by a good breeze.
1. gales
2. blows
3. puffs
4. blasts
It’s no good hiring someone who’s never taught in high school before. We need an ... teacher.
1. experimented
2. exploited
3. experienced
4. explored
I am sure the debate contest can be held next month, but I can’t ... the date yet.
1. convey
2. confine
3. condemn
4. confirm
The weather forecast ... that it would rain this evening.
1. asked
2. spoke
3. prevented
4. predicted
The house has become very cold. Maybe something’s wrong with the central ....
1. heat
2. heating
3. hotter
4. hot
Microsoft is a huge, international ....
1. competitor
2. corporation
3. conference
4. companion
Most cars are fitted with a ... for locking the steering-wheel to prevent theft.
1. cable
2. tool
3. device
4. window
Remember this ... - “Think Before You Speak”.
1. principle
2. prejudice
3. prospect
4. principal
The doctors didn’t know what was wrong with Dad, so they decided to do an ... of his blood.
1. amendment
2. artificial
3. analysis
4. acknowledgement
There’s a lot of ... in the school laboratory.
1. applicable
2. apology
3. apparatus
4. apparel
Please send that letter by express. It’s very ....
1. urgent
2. earnest
3. great
4. hurried
Your heart makes your blood ... around your body.
1. circumstance
2. cynical
3. cleared
4. circulate
Some people believe that if a person dies violently in a house, his ghost may come back to ... it.
1. haunt
2. bother
3. visit
4. disturb
The ... of the examination depends on how many subjects you take.
1. ticket
2. fee
3. coast
4. salary
Please don’t pass this information on to anyone else. It’s ....
1. confidential
2. secretion
3. confident
4. believable
There’s a very interesting ... about Lapindo in today’s newspaper.
1. annual
2. appendix
3. articulation
4. article
The rich lady owns a lot of ... in the middle of our town.
1. prosperity
2. preparation
3. properly
4. property
The rooms on this floor connect.
Which is closest in meaning to "connect"?
1. beat
2. fight
3. persuade
4. join
She suffered from a deadly disease.
Which is closest in meaning to "deadly"?
1. fatal
2. death
3. alive
4. hell
Opportunity never knocks twice at any man's door.
Which is closest in meaning to "opportunity"?
1. chance
2. entry
3. change
4. leave
We must preserve our natural resources.
Which is closest in meaning to "preserve"?
1. serve
2. keep
3. offer
4. prepare
We refuse to talk to terrorists.
Which is closest in meaning to "refuse"?
1. reject
2. fresh
3. diffuse
4. confuse
Water can be made pure by distilling it.
Which is the antonym of "pure"?
1. empty
2. true
3. impure
4. push
The patient made a rapid recovery.
Which is the antonym of "rapid"?
1. hit
2. slow
3. smart
4. jump
His political ideas are rather extreme.
Which is the antonym of "extreme"?
1. extra
2. terrible
3. moderate
4. horrific
False friends are worse than open enemies.
Which is the antonym of "false"?
1. true
2. rises
3. wrong
4. gentle
A comfortable working environment will increase productivity.
Which is the antonym of "increase"?
1. include
2. conclude
3. reduce
4. induce
A: "Did Jenny say anything about her sister?"
B: "No, she didn't ... her at all."
1. mend
2. amend
3. remind
4. mention
Africa used to be called the Dark ... because so little of it was known to Europeans.
1. Contingent
2. Continent
3. Container
4. Country
After eating all those green apples, Jim got a bad ....
1. ache stomach
2. stomachache
3. middle pain
4. stumble ache
After Jane's wedding, her father made a few polite ... about her new husband's family.
1. remarks
2. marks
3. repents
4. remakes
After the accident, the driver managed to ... to the nearest house and call an ambulance.
1. flatter
2. flutter
3. stage
4. stagger
After no rain for several years, there was ... in parts of northeast India.
1. fame
2. famous
3. famine
4. former
Keeping our hands clean helps us avoid getting sick and ... germs to other people.
1. spreading
2. staying
3. standing
4. spraying
Antibodies help ... the body against infectious organisms such as bacteria and viruses.
1. depend
2. differ
3. defy
4. defend
COVID-19 was a newly emerged infectious ... caused by the SARS-CoV-2 coronavirus.
1. decrease
2. decease
3. degrade
4. disease
If you’re going out in public, you have to wear a ... to protect you from breathing in or spreading germs to others.
1. musk
2. mask
3. moustache
4. mass

Published: Aug 23, 2011, 8:17PM, PV30400
Updated: Nov 22, 2025

Descriptive Text Exercise – Multiple Choice & Vocabulary Practice

2025-11-15T11:48:00.003+07:00

Descriptive Text Exercise

Multiple Choice & Vocabulary Practice

Interactive Self-scoring Quiz

🌐Mister Guru

To help you better understand descriptive texts, this exercise is designed as a companion to the lesson Descriptive Text – Definition, Purpose, and Examples. After learning about the characteristics, structure, and examples of descriptive texts, now it’s time to test your comprehension. Answer the following multiple-choice questions based on the two descriptive passages provided in the lesson: “Bromo Mountain” and “Grandma.” These questions focus on both content understanding and text structure. Good luck!

What is the identification part of a descriptive text?
1. The part where you list detailed characteristics
2. The part where you introduce the subject to be described
3. The part where you compare two objects and their qualities
4. The part with sensory details to explain an object
Which sentence uses an adjective best for description?
1. The building is large and spacious.
2. The building serves as a shelter for climbers.
3. The building has stood there for a century.
4. The building was built last year.
“The rose had velvety red petals and a faint sweet fragrance.”
The phrase “velvety red petals” shows:
1. Action
2. Sensory detail & adjective
3. Simple present tense
4. Wrong structure
In writing a descriptive text about a pet, which of the following is not appropriate?
1. Its fur is soft and snow-white.
2. It runs every evening in the yard.
3. It loves to chase a bright yellow ball.
4. It was adopted last year.
Which of these is the correct generic structure for a descriptive text?
1. Description → Identification → Conclusion
2. Identification → Conclusion → Description
3. Identification → Description → Conclusion
4. Description → Argument → Identification
What is the main idea of the first paragraph of the Bromo text?
1. Bromo, one of Indonesia’s most iconic volcanoes, is located in East Java.
2. Bromo is an iconic volcano with beautiful contrasting scenery.
3. Despite its beauty, Bromo is difficult to reach.
4. Bromo is surrounded by beautiful valleys.
Which sentence describes the atmosphere at dawn on Mount Bromo?
1. The mountain is quiet and dark.
2. The sky becomes colorful with warm sunlight.
3. The area becomes foggy and unsafe.
4. The desert turns completely black.
The phrase “wisps of sulfuric smoke curl upward” suggests that the crater looks ....
1. mysterious and quietly active.
2. dangerous and explosive.
3. cold and inactive.
4. very noisy and smoky.
What is the “Sea of Sand” described as?
1. A green valley surrounding Bromo..
2. A forest full of wildlife.
3. A lake near the crater.
4. A desert-like area around Bromo.
The legends of the Tenggerese people help show that Bromo is ....
1. a place known for its dangera and beauty.
2. a location where different cultures meet.
3. a mix of natural beauty and cultural depth.
4. a purely modern and famous tourist site.
Which of the following is a sensory detail used in the Bromo text?
1. The air is crisp and cold.
2. The people are very busy.
3. The houses are made of wood.
4. The mountain speaks loudly.
Which feature shows that the Bromo text is a descriptive text?
1. It explains why it becomes famous and iconic.
2. It tells a chronological story.
3. It describes the appearance and atmosphere of a place.
4. It explains how to get to Bromo.
What does the word “majestically” in paragraph 1 imply?
1. The mountain looks big but ordinary.
2. The mountain looks beautiful but dangerous.
3. The mountain looks scary and uninviting.
4. The mountain looks grand and impressive.
The main purpose of the Bromo text is to ....
1. tell a story about climbing Mount Bromo.
2. describe the beauty and atmosphere of Mount Bromo.
3. give instructions for tourists about how to get there.
4. warn people of the threatening volcanic danger.
The text describes horse hooves echoing softly to show ....
1. the Sea of Sand is very noisy.
2. tourists are allowed to ride horses there.
3. the area is quiet and spacious.
4. horses are wild animals.
In the Grandma text, which detail shows her physical appearance?
1. She gives a reassuring pat.
2. She loves caring for flowers.
3. She has silver hair tied in a bun.
4. She inspires everyone.
The phrase “her voice is soft and calming” describes ....
1. sound-related quality
2. personality
3. appearance
4. movement-related quality
What does the writer admire most about Grandma?
1. Her wealth.
2. Her strength and gentle wisdom.
3. Her strict rules.
4. Her cooking skills only.
Grandma’s hands are described as “worn” to show ....
1. she rarely uses her hands to work.
2. she likes to grow flowers in the garden.
3. she likes baking delicious bread in her spare time.
4. she works hard and has long life experience.
Which sentence shows Grandma’s personality?
1. Her hair is silver and neatly tied.
2. She carries a light scent of jasmine.
3. She makes everyone feel special.
4. She wears small glasses.
Why does the writer include details about Grandma’s garden?
1. To show her hobby and gentle nature.
2. To show she is a gardener by profession.
3. To show she dislikes flowers.
4. To show she plants vegetables.
The text describes Grandma as “the heart of our family” to show that she is ....
1. the oldest member.
2. the strictest member.
3. the most important source of warmth and care.
4. the family leader in every decision.
The main purpose of the Grandma text is to ....
1. describe a beloved family member.
2. describe a very important inventor.
3. explain how to please everybody.
4. talk about about gardening hobby.
The similarity between both texts is that they ....
1. describe something using vivid sensory details.
2. tell a personal story about someone's life.
3. give instructions of how to explain something.
4. explain a process of how something happens.
Which of the following is a characteristic of a descriptive text found in both texts?
1. Dialogue between main characters.
2. Use of past tense combined with present verbs.
3. Giving step-by-step instructions.
4. Focus on describing objects, people, or places.
“Crisp” in “crisp air” means ....
1. very hot
2. fresh and cool
3. dirty
4. humid
The word “wisps” refers to something ....
1. thick
2. hard
3. loud
4. light and thin
“Gentle wrinkles” in the Grandma text refer to ....
1. sharp lines near the eyes
2. soft lines on the skin
3. bruises on the skin
4. shadows on a person's face
“Scent” is closest in meaning to ....
1. taste
2. sound
3. smell
4. touch
“Her hands are worn” means her hands are ....
1. tired from much use
2. smooth and preserved
3. unstable due to age
4. injured but strong

^{Originally published: English Speech Contest & Olympiad 2011 - 012211 6:31PM PV 837}

TOEIC® & VIERA Listening Comprehension Practice

2025-11-14T21:37:00.001+07:00

TOEIC® & VIERA

Listening Comprehension

Interactive Online Test

🌐Mister Guru

Welcome to TOEIC® & VIERA Listening Comprehension Practice. This section is designed to measure your ability to understand spoken English in a variety of situations. The audio for all questions is provided in the video below. Please listen carefully to the instructions. When you are ready, you can begin with question number 1. You must answer each question in order, one at a time. Good luck!

Originally published: 020819 1032 AM, PV 16404

Reading Cloze Exercise: Explanation Texts on Deforestation and the Water Cycle

2025-11-14T10:48:00.003+07:00

Reading Cloze Exercise

Explanation Texts

Deforestation and the Water Cycle

🌐Mister Guru

This interactive Reading Cloze exercise features two explanation texts about Deforestation and The Water Cycle. Read each text carefully and choose the correct words from the dropdown menus to complete the text. This activity will help you improve your understanding of explanation texts, sharpen your grammar accuracy, and enrich your environmental vocabulary.

DEFORESTATION

Instructions:
Read the passage carefully and complete each blank by choosing the most suitable answer from the dropdown options provided.

Deforestation is the process of down trees and clearing forests for human use. It occurs when forests are removed to make space for , settlement, or industrial purposes. This process can to serious environmental problems.

When trees are removed, the balance of nature is . Forests play an important role in carbon dioxide and releasing oxygen. Without trees, carbon dioxide levels , contributing to global warming.

In addition, deforestation can soil erosion and loss of biodiversity. The absence of trees the soil easily washed away by rain. Animals lose their , which threatens many species with extinction.

To reduce the effects of deforestation, people must trees, manage land wisely, and laws that protect forests. By doing so, we can ecological balance and ensure a healthier environment for future generations.

THE WATER CYCLE

Instructions:
Complete each blank with the correct term from the dropdown menu.

The water cycle describes how water moves through the Earth’s systems — the atmosphere, land, and oceans. It is a process that repeats over and over again.

The cycle when the Sun heats up water in rivers, lakes, and oceans, causing it to . The water vapor rises into the air and to form clouds.

When the clouds become heavy, the water to Earth as rain, snow, sleet, or hail — a process known as . Some of this water into the ground and becomes groundwater, while the rest into rivers, lakes, and oceans, where the cycle starts again.

The water cycle is essential because it freshwater around the planet, life, and helps regulate the Earth's .

^{Prev: Cloze Text: Global Warming (Explanation Text) - 082011 1223AM PV10336}

Active and Passive Voice Exercises with Answers and AI Explanations

2025-11-14T00:07:00.029+07:00

Active and Passive Voice

Interactive Grammar Exercises

With Answers and AI Explanations

🌐Mister Guru

Active or Passive Voice? It's one of the most common grammar challenges in English. In this quiz, you'll practice deciding whether to use an active or passive verb in various contexts. Each time you submit, our AI-powered helper will not only give you your score but also short explanations to help you understand why certain answers are correct or not. Good luck, and let’s see how smart your grammar instinct really is!

Learn More about the Passive Voice

📘 Cara Mengubah Kalimat Aktif (Active Voice) Menjadi Kalimat Pasif (Passive Voice) 📘 Computer Based Exercise - Active and Passive Voice 📘 Passive Voice in English Dialogue: The Invitation 📘 Passive Voice in English Dialogue: A Trip to Indonesia

^{Prev: Exercise: Changing Active to Passive Voice, 042119 1112 PM, PV 4102}

Cara Mengubah Kalimat Aktif (Active Voice) Menjadi Kalimat Pasif (Passive Voice) dalam Bahasa Inggris

2025-11-13T15:11:00.020+07:00

Grammar Guide

Active to Passive Voice

With Interactive Exercise

Mister Guru

💡 Apa Itu Kalimat Pasif (Passive Voice)?

Dalam bahasa Inggris, kalimat pasif (passive voice) digunakan ketika kita lebih menekankan pada tindakan atau hasil daripada pada siapa yang melakukan tindakan tersebut. Dengan kata lain, objek pada kalimat aktif berubah menjadi subjek pada kalimat pasif.

💬 Example:
Active: The company builds new houses.
Passive: New houses are built by the company.

Dalam bahasa Inggris, passive voice atau kalimat pasif sering digunakan, terutama dalam tulisan teknis, laporan ilmiah, atau berita — yaitu ketika kita lebih menekankan pada fakta, proses, tindakan atau hasil daripada pelakunya. Oleh karena itu, pelaku tindakan tidak begitu penting, atau tidak perlu disebutkan dalam kalimat pasif.

⚙️ Bagaimana menyusun kalimat pasif

Passive voice dibentuk dengan “be” + past participle (V3).
Bentuk “be” harus disesuaikan dengan tense dari kalimat aktifnya.
Subjek pada kalimat aktif menjadi agen (agent) di kalimat pasif.
Agen ini biasanya tidak disebutkan, kecuali jika penting, dan bila disebut harus didahului oleh “by”.

A. Bentuk Kata Kerja Aktif & Pasif

Lihatlah tabel berikut ini untuk mengetahui pasangan kata kerja aktif dengan bentuk pasifnya dalam berbagai bentuk waktu (tenses).

Tense/Verb Form	Kata Kerja Aktif	Kata Kerja Pasif
Simple Present	do / does	am / is / are done
Simple Past	did	was / were done
Present Continuous	am / is / are doing	am / is / are being done
Past Continuous	was / were doing	was / were being done
Present Perfect	have / has done	have / has been done
Past Perfect	had done	had been done
Future	will do	will be done
Conditional	would do	would be done
Perfect Conditional	would have done	would have been done
Present Infinitive	to do	to be done
Perfect Infinitive	to have done	to have been done
Present Participle / Gerund	doing	being done
Perfect Participle	having done	having been done

B. Contoh Kalimat Aktif dan Pasif

Lihat contoh-contoh active voice dengan padanan passive voice yang sesuai.

Active Voice	Passive Voice
We sell computers.	Computers are sold.
We keep the butter here.	The butter is kept here.
Babbage invented ‘The Analytical Engine’ in 1830.	‘The Analytical Engine’ was invented in 1830.
They broke the window.	The window was broken.
We will link the device to the central computer.	The device will be linked to the central computer.
People have seen tigers in the forest.	Tigers have been seen in the forest.
He has installed the programs.	The programs have been installed.
They are repairing the bridge.	The bridge is being repaired.
They were carrying the man off the field.	The man was being carried off the field.

🔮 Penggunaan Kalimat Pasif (Passive Voice) dalam Bahasa Inggris

Dalam bahasa Inggris, passive voice atau kalimat pasif tidak begitu saja digunakan tanpa alasan tertentu. Secara ringkas, gunakan passive voice jika:

Pelaku tidak penting atau tidak perlu disebutkan.
The report was submitted yesterday.
(Tidak perlu tahu siapa yang menyerahkan.)
Pelaku tidak diketahui.
My wallet was stolen.
(Kita tidak tahu siapa yang mencuri.)
Subjek aktif terlalu umum atau tidak tentu, misal people, one, they.
The room is cleaned every morning.
(bukan “People clean the room…”)
Untuk menghindari kalimat yang tidak rapi.
❌ When he arrived home a detective arrested him.
✅ When he arrived home he was arrested (by a detective).

Oleh karena itu, passive voice tidak selalu harus menyebutkan "by ...". Jika memang agen (pelaku) penting untuk disebutkan, lebih baik kita menggunakan kalimat aktif.

📋 Latihan Soal Passive Voice

Latihan 1 – Isi Bagian yang Kosong

Bacalah teks di bawah ini dan isi setiap bagian yang kosong dengan bentuk pasif yang benar dari kata kerja dalam tanda kurung.

All requests by the support team.

After being assessed, each request to the appropriate technical staff.

If an on-site visit , the user via phone, and a suitable time .

Most issues within one business day.

In cases of serious malfunctions, a temporary replacement can usually .

Latihan 2 – Ubah ke Kalimat Pasif

Ubah kalimat-kalimat berikut menjadi kalimat pasif. Jangan menyebutkan pelaku (agent), kecuali pada nomor 5.

You need a doctor's prescription to buy the medicine.
We use the hall only on special occasions.
They make these artificial flowers of used paper.
Someone has repaired the printer.
The mob broke the office windows in a recent strike.
People should return the books in time.
We will announce the decision soon.
They will deliver the goods tomorrow morning.
A thief had stolen his new bicycle.
They invited me to the party.

Originally published May 19, 2013 — Updated November 13, 2025.

^{05192013 07:01 AM - PV 15599}

Understanding Continuous Tenses: Past, Present, and Future in Context

2025-11-12T23:55:00.004+07:00

Understanding Continuous Tenses

Past, Present, and Future Continuous

Dialogue and Interactive Exercise

🌐Mister Guru

English uses different continuous tenses to describe actions that are in progress or happening over a period of time. In this lesson, you’ll see how the Present Continuous, Present Perfect Continuous, and Future Continuous appear naturally in conversation. The dialogue below provides a real-life example of how people use these tenses to talk about what has been happening, is happening, and will be happening. After reading, try the exercises to test your understanding of how continuous tenses connect time and action.

A. An English conversation

David is sitting in a coffee shop when Emily walks in and notices him. Here's their conversation:

Emily: "Oh, hi, David! You’ve already finished your coffee! Have you been here long?"

David: "I’ve been here since just after ten, Emily. I decided to take a break and sit for a while because I felt a bit worn out."

Emily: "You’ve been feeling tired for ages! It’s nearly eleven now! What have you been doing since you finished your coffee? Haven’t you been bored?"

David: "Not at all, Emily. I wasn’t bored. I’ve just been sitting here, thinking."

Emily: "Oh, really? And you’d already been doing that for more than half an hour when I came in? What’s been on your mind?"

David: "Oh, a variety of things. For the past few minutes, I’ve been wondering what Sophie will be up to this time next year."

Emily: "She’ll probably be having dinner at some exotic restaurant. Or maybe she’ll be typing out a lengthy email to one of her friends in Australia, recounting her latest adventures."

David: "Yeah, she’ll likely have all sorts of exciting experiences!"

Emily: "Oh, I can just picture her in Paris, trying to explain something while waving her hands and speaking in a mix of Spanish, English, and terrible French!"

David: "Exactly! She’ll soon regret choosing to learn Spanish over French... Do you think you’ll be getting funny emails from her throughout her trip?"

Emily: "I imagine I will... Honestly, I’m not even sure what I’ll be doing this time next year. Who knows? I might be repeating the same year! If I don’t get serious about studying soon, I’m bound to fail at the end of this one."

David: "Well, Emily, I hate to sound like your Aunt Helen, but—“take my advice and hit the books right away!” Because if you don’t, you probably won’t be working as a journalist in a few years, and that’s something you’ve been aiming for, right?"

Emily: "You’re right, David. I suppose I’ll be spending the rest of this year studying hard. But honestly, I’m not looking forward to it!"

David: "Ah, but just imagine where you’ll be in three or four years! Once you’re a journalist, you’ll be traveling the world, seeing amazing places, and meeting fascinating people."

Emily: "That’s enough motivation, David! Starting now, I’m going to work harder than anyone else!"

Adapted from "Radio Australia, English for You. Victoria: The Dominion Press"

B. Exercise Section

Part A: Comprehension Multiple-Choice Questions

Why was David sitting in the coffee lounge?
1. He was waiting for Emily.
2. He was feeling tired and decided to rest.
3. He was drinking coffee and reading a book.
4. He wanted to meet Sophie.
What was David thinking about while sitting in the coffee lounge?
1. What he would be doing the next day.
2. What Emily would be doing in the evening.
3. What Sophie would be doing this time next year.
4. His plans for a holiday abroad.
According to David and Emily, what might Sophie be doing this time next year?
1. Studying hard for exams.
2. Writing an email or having a meal in a foreign restaurant.
3. Traveling back home after an adventure.
4. Meeting her friends in Australia.
What did Emily imagine Sophie doing in Paris?
1. Shopping at a market and learning French.
2. Attending a language course and dining in a café.
3. Meeting local Parisians and taking photos.
4. Explaining something with gestures and using a mix of languages.
Why did David advise Emily to start studying immediately?
1. So she could write better emails to Sophie.
2. Because she wanted to travel with Sophie in the future.
3. To impress her family during the holidays.
4. To avoid failing her exams and repeating the year.
What career does Emily want to pursue?
1. A teacher.
2. A travel agent.
3. A journalist.
4. A restaurant manager.
What did David say Emily would probably be doing if she didn’t start studying hard?
1. Failing to achieve her goal of becoming a journalist.
2. Traveling less often in the future.
3. Writing about her life abroad.
4. Receiving emails from Sophie.
How did Emily react to David's advice about studying?
1. She felt annoyed but decided to consider his advice.
2. She agreed and promised to start studying harder.
3. She ignored him and changed the subject.
4. She laughed and made another joke.
What did David say Emily would be doing in three or four years if she worked hard?
1. Working as a journalist, traveling, and meeting interesting people.
2. Running her own magazine.
3. Writing stories for a famous newspaper.
4. Studying abroad to improve her skills.
What did Emily finally decide at the end of the conversation?
1. To focus on writing emails to Sophie.
2. To study harder than anyone else from now on.
3. To rest and think about her plans.
4. To meet Sophie and discuss their future plans together.

Part B: Grammatical Multiple-Choice Questions

Instruction:
Choose the most appropriate form of the verb in brackets.

Listen! The children _________ in the garden.
1. will sing
2. are singing
3. will be singing
4. were singing
By this time tomorrow, you _________ new students.
1. will teach
2. are teaching
3. have been teaching
4. will be teaching
How would you say this sentence in the past tense?
“David is sitting in a coffee shop when Emily walks in and notices him.”
1. David has been sitting in a coffee shop when Emily walked in and noticed him.
2. David sat in a coffee shop when Emily walked in and noticed him.
3. David was sitting in a coffee shop when Emily walked in and noticed him.
4. David had been sitting in a coffee shop when Emily walked in and noticed him.
When you arrive home tonight, we _________ a movie at the cinema.
1. will watch
2. are watching
3. have been watching
4. will be watching
When I called David last night, he _________ a novel.
1. would read
2. was reading
3. have been reading
4. is reading
Emily looks exhausted. She _________ all day.
1. has been working
2. works
3. was working
4. worked
I can’t go out now. I _________ a school assignment.
1. have done
2. was doing
3. am doing
4. will be doing
Sophie _________ French for three years before she moved to Paris.
1. has been studying
2. was studying
3. is studying
4. had been studying
Look! It’s already 10 o’clock. The meeting _________ soon.
1. started
2. is starting
3. will be starting
4. has been starting
My laptop crashed because it _________ without rest for several hours.
1. had been running
2. has been running
3. was running
4. is running
This time next month, we _________ for our New Year's celebration.
1. will prepare
2. have been preparing
3. are preparing
4. will be preparing
He knows this area very well. He _________ here for more than ten years.
1. will be living
2. is living
3. has been living
4. had been living
They _________ music when the electricity went off.
1. were practicing
2. are practicing
3. will be practicing
4. have been practicing
They _________ music for two hours when the electricity went off.
1. have been practicing
2. had been practicing
3. were practicing
4. will be practicing
She _________ an experiment since the beginning of November.
1. will be conducting
2. are conducting
3. has been conducting
4. had been conducting

Now, check your answer and find out your score

Published: Future Continuous Tense, May 8, 2019 PV5679
Updated: Mon, Jan 6, 2025

Contrasting Simple Present vs. Simple Past Tense: Interactive Grammar Quiz

2025-11-11T13:47:00.001+07:00

Comparing English Tenses

Simple Present vs. Simple Past Tense

Interactive & Self-Scoring Grammar Quiz

🌐Mister Guru

Before taking this quiz, make sure you’ve reviewed the differences between Simple Present and Simple Past on Mister Guru. This interactive exercise will test your understanding of how and when to use both tenses correctly.

Read each question carefully and select the best answer(s). Some questions require more than one correct option. When you’re done, click "Submit" to see your score. Click "Reset Your Answer" if you want to redo the quiz.

^{Prev: Cloze Text: A boy and An Apple Tree (Narrative Text) - 2/24/2008 07:48 PV2764}

Conditional Sentences Quiz | Understanding the Implied Meaning

2025-11-10T21:23:00.009+07:00

Conditional Sentences Quiz

Understanding the Implied Meaning

Interactive Self-scoring Quiz

🌐Mister Guru

Before taking this Conditional Sentences Quiz, make sure you’ve read the full explanation about Conditional Sentences Type 1, Type 2, Type 3, and Mixed Conditional on Mister Guru. This interactive exercise is designed to help you understand the implied meaning or truth value expressed in each conditional sentence. Read every item carefully and choose the best answer. Regular practice with these Conditional Sentences quizzes will sharpen your grammar skills and deepen your understanding of how English conditions really work.

If she had come to the meeting yesterday afternoon, she ... involved in decision making.
1. were
2. would be
3. had been
4. would have been
5. was
The truth implied by the sentence in problem no. 1 is ....
1. She isn't coming to the meeting.
2. She came to the meeting.
3. She didn't come to the meeting.
4. She had come to the meeting.
5. She comes to the meeting.
If you had invited her to your party, I ... with her.
1. would have come
2. would come
3. had come
4. will come
5. came
The truth implied by the sentence in problem no. 3 is ....
1. She came to the party.
2. You invited her to your party.
3. You didn't invite her to your party.
4. You had invited her to your party.
5. You don't invite her to your party.
There would be a risk of accident if you ... that cable on the floor.
1. would leave
2. left
3. were left
4. would have left
5. leave
Annie ... you if she had had your phone number.
1. had called
2. would call
3. calls
4. would have called
5. will call
The truth implied by the sentence in problem no. 6 is ....
1. Annie doesn’t have your phone number.
2. Annie had your phone number.
3. Annie wouldn’t have your phone number.
4. Annie called you.
5. Annie didn’t have your phone number.
We would have met Mr. Woodhead, the famous speaker, if we ... earlier to the hall.
1. would come
2. will come
3. came
4. had come
5. come
The truth implied by the sentence in problem no. 8 is ....
1. We would come earlier so we could meet Mr. Woodhead.
2. We came earlier, so we met Mr. Woodhead.
3. We didn't come earlier, so we didn't meet Mr. Woodhead.
4. We didn't come earlier but we met Mr. Woodhead.
5. We met Mr. Woodhead although we didn't come earlier.
If it rains this afternoon, I ... at home.
1. will stay
2. would stay
3. would have stayed
4. had stayed
5. am staying
If our team ... for the match more intensively, we would have won it.
1. prepare
2. had prepared
3. have prepared
4. prepared
5. would have prepared
The sentence in problem no. 11 implies that ....
1. We didn’t prepare intensively but we won the match.
2. We had prepared intensively and, therefore, we won the match.
3. We prepared intensively, but we lost the match.
4. We prepared intensively in order to win the match.
5. We didn’t prepare intensively and lost the match.
If the EXIT doors ... locked, those people would have escaped easily from the burning hall.
1. had not been
2. would not be
3. had been
4. were not
5. wouldn't have been
The sentence in problem no. 13 implies that ....
1. The people could not escape easily because the EXIT doors were locked.
2. The people could not escape easily although the EXIT doors were not locked.
3. The people cannot escape easily because the EXIT doors are locked.
4. The people cannot escape easily because the EXIT doors aren't locked.
5. The people could escape easily because the EXIT doors weren't locked.
Had she known about the story, she ... us about it.
1. told
2. has told
3. would tell
4. would have told
5. had told
The truth implied by the sentence in no. 15 is ....
1. She knew about the story so she told us about it.
2. She told us the story because she knew about it.
3. She didn't tell us the story because she didn't know about it.
4. She told us the story although she didn't know much about it.
5. She didn't tell us the story although she knew about it.
If the delivery is late, we ... the shipping.
1. are paying
2. paid
3. would have paid
4. would pay
5. will pay
If this school had a complete multi-media laboratory, learning ... more enjoyable.
1. was
2. will be
3. would be
4. were
5. would have been
The sentence in no. 18 tells us that ....
1. The school doesn't have a complete multi-media laboratory.
2. The school will have a complete multi-media laboratory.
3. The school had a complete multi-media laboratory.
4. The school has a complete multi-media laboratory.
5. The school didn't have a complete multi-media laboratory.
Things could have been different if we ... the tires before leaving.
1. didn't check
2. had not checked
3. checked
4. would have checked
5. wouldn't check
Choose the best conditional sentence for: "He didn’t take care of his health, so he fell sick".
1. If he took care of his health, he wouldn't be sick.
2. If he had taken care of his health, he wouldn't have been sick.
3. If he didn’t take care of his health, he would be sick.
4. If he takes care of his health, he won't be sick.
5. If he doesn't take care of his health, he will be sick.
Choose the best conditional sentence for: "Medical expense is not cheap. Poor people can’t afford it."
1. If medical expense hadn't been cheap, poor people wouldn't have been able to afford it.
2. If medical expense weren't cheap, poor people wouldn't be able to afford it.
3. If medical expense is cheap, poor people will be able to afford it.
4. If medical expense were cheap, poor people would be able to afford it.
5. If medical expense had been cheap, poor people would have been able to afford it.
Choose the best conditional sentence for: "The device is broken now because you didn’t use it properly last night." (mixed conditional)
1. The device won't be broken now if you had used it properly last night.
2. The device wouldn't be broken now if you had used it properly last night.
3. The device wouldn't be broken now if you used it properly last night.
4. The device will be broken now if you didn’t use it properly last night.
5. The device would be broken now if you hadn't used it properly last night.
Choose the best conditional sentence for: "I didn’t read the instructions carefully, so I made a lot of mistakes".
1. If I didn’t read the instructions carefully, I would have made a lot of mistakes.
2. If I read the instructions carefully, I wouldn't make a lot of mistakes.
3. Had I read the instructions carefully, I wouldn't have made a lot of mistakes.
4. If I didn’t read the instructions carefully, I would make a lot of mistakes.
5. Had I not read the instructions carefully, I would have made a lot of mistakes.
Choose the best conditional sentence for: "She doesn’t live here, so she doesn’t know this area very well".
1. If she hadn’t lived here, she wouldn’t have known this area very well.
2. If she lives here, she will know this area very well.
3. If she had lived here, she would have known this area very well.
4. If she didn’t live here, she wouldn’t know this area very well.
5. If she lived here, she would know this area very well.

Well done! By completing this Conditional Sentences Quiz, you’ve practiced identifying the implied meaning behind real, unreal, and mixed conditions. Understanding what a conditional sentence truly means helps you use it more accurately in both writing and conversation.

If you’d like to learn and practice more, try our related posts below.👇

More exercises on Conditional Sentence

📘 Conditional Sentence Exercise: Supplying the Correct Verbs 📘 More about Conditional Sentence Type 0 And Type 1

1st post: 7/31/2011 11:22 AM PV 9531

🌟 Refleksi Talk Show Pembelajaran Mendalam: Integrasi Teknologi dan Kolaborasi dalam Kelas Bahasa Inggris

2025-11-08T20:55:00.017+07:00

Pelaksanaan Talk Show Pembelajaran Mendalam (Deep Learning), di mana saya menampilkan Rencana Pelaksanaan Pembelajaran Mendalam (RPP) dengan topik “Asking, Giving, Agreeing, and Disagreeing with an Opinion” menjadi pengalaman berharga dalam upaya saya menghadirkan pembelajaran yang lebih bermakna dan kontekstual khususnya bagi murid SMKN 1 Probolinggo.

Kegiatan ini berlangsung dalam forum talk show bersama beberapa kepala sekolah dan rekan-rekan guru undangan di Aula SMKN 4 Probolinggo pada hari Kamis, 23 Oktober 2025. Tujuannya bukan hanya untuk menampilkan rancangan RPP, tetapi juga untuk berbagi praktik baik penerapan Deep Learning melalui pendekatan komunikatif, reflektif, dan berbasis teknologi dengan tetap memberi penekanan pada kegiatan pembelajaran yang sesuai dengan prinsip Pembelajaran Mendalam, yaitu Berkesadaran, Bermakna, dan Menggembirakan.

💡 Integrasi Inovasi dalam Pembelajaran

Dalam proses perancangan dan implementasi, beberapa inovasi pembelajaran saya terapkan untuk memperkuat pengalaman belajar siswa, antara lain:

Penilaian Otomatis dan Umpan Balik Langsung
Menggunakan Wayground (sebelumnya Quizizz) untuk memberikan skor dan umpan balik secara real-time, sehingga siswa dapat segera merefleksikan hasil belajar mereka. Salah satu Quiz yang saya gunakan adalah Asking and Giving Opinion Quiz.
Kolaborasi Berbasis Peran
Setiap kelompok memiliki anggota dengan peran berbeda (Leader, Speaker, Recorder, Researcher) untuk memastikan partisipasi merata dan tanggung jawab yang seimbang.
Latihan Pelafalan Berbantuan AI
Dengan bantuan AI Text-to-Speech, siswa dapat mendengarkan model pelafalan dan intonasi yang akurat, lalu menirukannya secara mandiri.
Kuis Mandiri Berbasis Blog
Siswa mengerjakan latihan di blog pembelajaran Bahasa Inggris yang dilengkapi sistem self-scoring, memungkinkan evaluasi mandiri dan refleksi segera terhadap hasil belajar.

🧠 Makna Pembelajaran

Melalui penerapan ini, saya belajar bahwa teknologi hanyalah alat, namun kegiatan yang menciptakan suasana belajar dan proses pembelajaran yang berkesadaran, bermakna, dan menggembirakan melalui olah pikir, olah hati, olah rasa, dan olah raga secara holistik dan terpadu adalah inti dari Pembelajaran Mendalam (Deep Learning). Siswa menjadi lebih aktif, bertanggung jawab, dan sadar akan proses berpikir mereka sendiri — sesuai dengan semangat 8 Dimensi Profil Lulusan: keimanan dan ketaqwaan terhadap Tuhan YME, kewargaan, penalaran kritis, kreatifitas, kolaborasi, kemandirian, kesehatan dan komunikasi.

Saya bersyukur atas dukungan dan apresiasi dari rekan-rekan sejawat, pimpinan sekolah, serta para siswa yang telah berpartisipasi aktif dalam pembelajaran ini.

Semoga praktik ini dapat menjadi inspirasi kecil untuk terus menghadirkan pembelajaran yang berkesadaran, bermakna, dan menggembirakan.

Bagaimana dengan pengalaman Anda dalam menerapkan pembelajaran mendalam? Silakan berbagi di kolom komentar.

“Guru yang reflektif tidak hanya mengajar, tetapi terus belajar dari proses mengajarnya.”

📸 Dokumentasi Kegiatan

Momen pembahasan implementasi Inkuiri Kolaboratif, langkah kunci dalam mengoptimalkan Pembelajaran Mendalam

Selesai sudah! Talk Show sukses bersama tim yang luar biasa. Pikiran hebat, hasil hebat. 👊

Bukti nyata hasil Pembelajaran Mendalam. Senyum bangga para pengajar dan siswi yang sukses menerapkan. Momen luar biasa! 😊

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Prev: WordWeb - Kamus Bahasa Inggris & Thesaurus Gratis dan Praktis, 061510 1:10AM PV1408

Try Out OSN & USBK Bahasa Inggris Tingkat SMP-MTs: Paket Soal 4B (Lanjutan)

2025-11-08T09:16:00.007+07:00

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📘 Soal Interaktif Persiapan OSN Olimpiade Bahasa Inggris | Model Test 1A 📘 Quiz Corner | Boost Your Test Preparation with Interactive Model Test 1B 📘 Model Test 2C: Preparation for OSN English Olimpiad With Answer Key

PV 1741 | 10/19/2024 01:52:00 PM

Future Continuous Tense | Learn Through a Short-Story Video

2025-11-07T11:02:00.005+07:00

Learning grammar becomes easier when you can see it in action. Before we discuss how to form and use the Future Continuous Tense, watch this short story about Elara and Barnaby as they prepare for Zeno’s return. Through the story, you’ll discover how this tense describes actions that will be in progress at a specific time in the future.

🎬 Watch the video below, then continue reading to explore the structure and usage in detail.

A. Structure of the Future Continuous Tense (shall/will be verb-ing)

We form the Future Continuous Tense using the future simple of to be (shall/will be) + the present participle (Verb–ing).

In modern English, will is commonly used for all subjects, though shall may still appear in the first person (I/we)—especially in formal or interrogative contexts.

Affirmative	I/We will be working I/We shall be working He/She/It/You/They will be working
Negative	I/We will not (won't) be working I/We shall not (shan't) be working He/She/It/You/They will not (won't) be working
Interrogative	Shall I/we be working? Will I/we be working? Will he/she/it/you/they be working?
Negative interrogative:	Will we not(Won't we) be working? Will he not (Won't he) be working?

B. Examples of the Future Continuous tense:

At 3 o’clock, Salim will be working in the garden.
I’ll be working hard in the office all next week.
At this time tomorrow, I’ll be watching a soccer match.
Amat will be doing his homework all this evening.
You won’t be working all day tomorrow, will you?
What will you be doing in three weeks’ time?

C. The Use of Future Continuous tense

The Future Continuous Tense is often used as an ordinary continuous tense, which indicates or predicts an action that will be happening at a specific time in the future. It is normally used with an adverb or expression of time, and expresses an action or event which starts before that time and probably continues after it.

Example

"It is 10:00 a.m. now. The students are studying in their classroom. At 11:30, they will be having a break. At 2:00 p.m., they will be sitting in their classroom again.

Tomorrow is Saturday, so there will be no class. At this time tomorrow, they will not be sitting in the classroom. Instead, they will be doing other activities. Anto will be playing tennis, Rani will be shopping, and Winda will be helping her parents in their shop."

To Describe Routine or Natural Future Events
The Future Continuous is often used to describe actions that will happen naturally or routinely, not necessarily as a result of a plan or intention.
Example

The students will be sitting in their classroom at this time tomorrow.
(This does not imply they plan to sit there — it simply describes what will naturally be happening.)
This usage differs from the Present Continuous, which often refers to deliberate future arrangements.

Present Continuous (Planned) Future Continuous (Predicted / Natural)
I’m meeting a new client tomorrow. I’ll be meeting a new client tomorrow.
In the first sentence, the meeting is a planned arrangement.
In the second, it’s a prediction or something expected to occur in the normal course of events.
For near-future actions, both tenses can often be used interchangeably:
He’s leaving tomorrow. = He’ll be leaving tomorrow.
He isn’t coming to the party. = He won’t be coming to the party.
However, for indefinite or distant future time expressions, the Future Continuous is preferred:
I’ll be moving to another apartment next month / next year / sometime soon.
To Make Polite Questions About Future Activities
The Future Continuous can also be used in second-person question forms to sound more polite or less direct.
Direct Question (about intentions) Polite Question (about activities)
Are you going to call them soon?
Will you meet Mr. Hamdan? Will you be calling them soon?
Will you be meeting Mr. Hamdan?

Present Continuous (Planned)	Future Continuous (Predicted / Natural)
I’m meeting a new client tomorrow.	I’ll be meeting a new client tomorrow.

Direct Question (about intentions)	Polite Question (about activities)
Are you going to call them soon? Will you meet Mr. Hamdan?	Will you be calling them soon? Will you be meeting Mr. Hamdan?

D. Exercise

Now It’s Your Turn! 🎯

Answer all the exercises below, and click the SUBMIT button to check your score. You can review your answers, learn from your mistakes, and click RESET if you want to try again. Good luck — and keep practicing your tenses with Mister Guru!

D.1. Change the verbs in brackets into the Future Continuous tense.

When you arrive they the meal.
She him in a few minutes.
The leaves soon.
She says she the washing tomorrow.
We crab for supper.
to Surabaya again this week?
We dinner in thirty minutes.
You more about this tense after you do the exercise.
Hurry up! The train in a minute.
You are so absent-minded you your head next.

D.2. Change the verbs in bold into the Future Continuous.
(Notice the change of meaning in some sentences.)

I'll write to you later.
to you later.
He's coming home soon.
home soon.
He is lecturing on the seventeenth-century poets next.
on the seventeenth-century poets next.
I shall see her tomorrow afternoon.
her tomorrow afternoon.
Are you going to use this spoon?
this spoon?
Will you come to the party?
to the party?
When are you going to have the house painted?
When the house painted?
Which school are you going to send him to?
Which school him to?
You will make all the arrangements.
all the arrangements.
I will not do any business with them.
any business with them.

D.3. Choose the correct form: will + Verb 1, be going to + Verb 1, or will be + V–ing.

Don’t call me at 10 p.m. — I my favorite series then.
I think it soon; look at those dark clouds!
She’s tired now, but she the report before midnight, I’m sure.
At this time next week, we on the beach in Bali.
I’ve already bought the ingredients. I pizza for dinner tonight.
Do you think people cash in 20 years?
I can’t join you tomorrow morning. I my new client at 9.
Don’t worry. I you with your homework.
They to their new apartment next weekend; everything’s packed already.
By this time tomorrow, the students their English test.

Reference:

Thomson & Martinet (1986). A Practical English Grammar (4th Ed). Oxford: Oxford University Press.
Allen W. Stannard (1989). Living English Structure. Hong Kong: Longman.
Radio Australia, English for You. Victoria: The Dominion Press.

Prev: BSE SD/MI Cls 2, 081110 7:29 PM 833

Hortatory Exposition - Example Texts

2025-11-02T15:39:00.004+07:00

Hortatory Exposition

Example Texts

👉 Why Discipline Is Crucial for Students’ Success
👉 Why Corruption Must Be Eradicated
👉 The Importance of Preserving Traditional Culture
👉 The Dangers of Free Association Among Youth

🌐Mister Guru

Text 1

Why Discipline Is Crucial for Students’ Success

Discipline is a fundamental factor that determines a student’s academic achievement and personal growth. Without self-discipline, even talented students struggle to reach their potential because discipline shapes habits, focus, and the ability to follow through on goals.

First, discipline creates consistent study habits. Students who plan study time and stick to a routine learn more effectively than those who study sporadically. Regular practice strengthens understanding and memory.

Second, discipline improves time management. When students prioritize tasks and meet deadlines, they reduce stress and can allocate time to both schoolwork and extracurricular development.

Third, discipline builds resilience and self-control. Facing difficult tasks repeatedly teaches students to tolerate frustration and persist, qualities that help them overcome academic obstacles and prepare for adult life.

Schools and parents should foster discipline through clear routines, realistic goal-setting, and positive reinforcement. Teachers can model disciplined behavior, break large projects into manageable steps, and teach planning skills. Parents should support consistent bedtimes and study schedules while encouraging responsibility rather than doing tasks for children. By making discipline a habit, students will gain lasting advantages in learning and character.

Vocabulary

Discipline — the practice of training oneself to follow rules or a code of behavior.
Resilience — the ability to recover from difficulties; mental toughness.
Prioritize — to arrange or deal with in order of importance.

Text 2

Why Corruption Must Be Eradicated

Corruption threatens social justice, economic progress, and public trust; therefore it must be eradicated to ensure fair opportunities and sustainable development for all citizens.

First, corruption diverts public resources away from essential services such as education, healthcare, and infrastructure. When funds are stolen or misused, communities suffer and basic needs remain unmet.

Second, corruption increases inequality and reduces economic growth. Bribery and favoritism benefit a few while honest businesses and citizens lose out, discouraging local and foreign investment.

Third, corruption erodes trust in public institutions and the rule of law. When citizens believe that officials act for personal gain, civic participation declines and social cohesion weakens.

Governments, civil society, and individuals must cooperate to eliminate corruption. Measures should include strong anti-corruption laws, transparent public procurement, independent oversight bodies, and protection for whistleblowers. Education on ethics and civic duty should be integrated into schools to cultivate integrity from a young age. Finally, citizens should demand accountability and support honest leadership—eradicating corruption requires both systemic reform and everyday moral courage.

Vocabulary

Corruption — dishonest or fraudulent conduct by those in power, typically involving bribery.
Procurement — the process of obtaining goods or services, especially for public authorities.
Whistleblower — a person who reports wrongdoing within an organization.

Text 3

The Importance of Preserving Traditional Culture

Traditional culture is the foundation of a nation's identity. It encompasses the beliefs, customs, arts, and practices passed down through generations. However, in today's globalized world, traditional cultures are at risk of fading away due to modernization and the dominance of global culture. It is essential to preserve traditional culture because it maintains our unique heritage, strengthens national unity, and teaches valuable life lessons to future generations.

Firstly, traditional culture is a key part of a nation’s heritage. Each country has its own unique cultural expressions, from music and dance to clothing and cuisine. These cultural traditions connect us to our ancestors and help us understand our historical roots. Losing traditional culture would mean losing an important part of our identity as a people. By preserving these practices, we ensure that our cultural history continues to thrive and be passed on to the next generation.

Secondly, preserving traditional culture helps strengthen national unity. Cultural practices, such as festivals, rituals, and ceremonies, bring people together and foster a sense of belonging and community. When individuals participate in traditional cultural activities, they develop a shared understanding and pride in their heritage. This shared connection can unite people from different backgrounds and promote social cohesion within a country.

Finally, traditional culture teaches valuable lessons and moral values. Many traditional stories, songs, and rituals contain wisdom about respect, responsibility, and the importance of living harmoniously with nature and others. These teachings can provide guidance in today’s complex world, offering timeless values that are often overlooked in modern society. Preserving these traditions ensures that future generations can learn from the past and build a better future.

In conclusion, the preservation of traditional culture is vital for maintaining national identity, promoting unity, and imparting valuable lessons. Governments, educational institutions, and individuals should actively promote and preserve their traditional cultures through cultural programs, festivals, and education. By embracing and safeguarding our traditional heritage, we can ensure that the richness of our culture endures and continues to enrich our lives for generations to come. Let us protect and celebrate our traditional culture before it is lost forever.

Vocabulary

Encompass — to include or cover a wide range of things.
Heritage — the traditions, achievements, and beliefs that are part of the history of a group or nation.
Unity — the state of being joined together or in agreement.
Cohesion — the act or state of sticking together; forming a united whole.
Safeguard — to protect something from harm or loss.

Text 4

The Dangers of Free Association Among Youth

Free association, commonly referred to as pergaulan bebas in Indonesian, has become a growing concern among youth today. This type of interaction, which often leads to negative consequences such as moral degradation, unwanted pregnancies, and health risks, should be avoided at all costs. Strong preventive measures must be put in place to protect young people from falling into these harmful behaviors.

One of the major impacts of free association is moral degradation. When young people engage in unrestricted social interactions, they are often exposed to environments where moral and ethical boundaries are blurred. This can lead to behaviors that go against cultural and religious values, such as premarital relationships, substance abuse, and lack of respect for others. Maintaining strong moral principles is crucial to preserving the integrity and dignity of the younger generation.

Another serious consequence of free association is the risk of unwanted pregnancies among teenagers. Engaging in sexual relationships without proper knowledge and responsibility can lead to life-changing outcomes. Teenage pregnancy not only disrupts a young person’s education and future opportunities but also often results in social stigmatization and emotional distress. It is crucial to educate youth about the importance of sexual responsibility and the potential consequences of their actions.

Free association can also expose youth to various health risks, particularly sexually transmitted infections (STIs). Alarming data show that the number of students infected with HIV is increasing in several regions, indicating the serious impact of risky sexual behavior among adolescents. Without proper awareness and protection, young people may engage in risky sexual behavior that puts their health in danger. This issue is further compounded by a lack of access to accurate information and healthcare services. Therefore, comprehensive sex education and health services must be provided to ensure the safety and well-being of the youth.

To prevent the negative effects of free association, parents, educators, and the community must work together to provide proper guidance, moral education, and emotional support to young people. Schools should implement comprehensive sex education programs, and families should foster open communication to ensure that teenagers are well-informed about the consequences of their actions. Furthermore, promoting healthy social activities that encourage positive interactions among youth can help them build strong moral values and develop into responsible adults.

Vocabulary

Stigmatization — the act of treating someone unfairly because of a particular behavior, condition, or characteristic.
Awareness — knowledge or understanding of a particular situation or fact.
Comprehensive — including all or nearly all elements or aspects of something; complete and thorough.
Adolescents — young people who are developing from children into adults; teenagers.
Integrity — the quality of being honest and having strong moral principles.

Expand Your Knowledge Here:

📘 Hortatory Exposition - "What" and "How"📘 All You Should Know about Discussion Text 📘 Contrasting Discussion Text VS Argumentative Text 📘 A Complete Guide to Analytical Exposition Texts 📘 Analytical Expositions: Example Texts

Tes Kemampuan Akademik - Analytical Exposition Texts 2 (Online Learning & Benefits of English)

2025-10-31T10:50:00.012+07:00

Hi, Twelve Graders!

I'm sure you will find this set of Soal TKA (Tes Kemampuan Akademik) helpful in preparing for the test. It focuses on the texts “Why Online Learning Is Effective” and “The Benefits of Learning English” posted on Analytical Expositions: Example Texts. Try each question and see how well you understand the texts.

This quiz is part of Mister Guru’s digital learning series designed to help students practice reading comprehension and analytical skills interactively. Each question is scored automatically and shows your total score in percentage — so you can check your progress instantly. The system also saves your selected answers, allowing you to continue even after reloading the page. Hopefully, this self-scoring quiz helps you prepare for Tes Kemampuan Akademik this November. Good luck!

Tes Kemampuan Akademik (TKA)

SMA / SMK
Analytical Exposition Texts Quiz 2

Online Learning and Benefits of English

🌐Mister Guru

Learn more about Analytical Exposition Texts

📘 Soal TKA SMA / SMK - Analytical Exposition Texts 1 (The Importance of Recycling & Climate Change)📘 Analytical Expositions: Example Texts 📘 A Complete Guide to Analytical Exposition Texts

Soal TKA SMA / SMK - Analytical Exposition Texts 1 (The Importance of Recycling & Climate Change)

2025-10-02T19:58:00.991+07:00

Hortatory Exposition: 'What' and 'How'

2025-08-28T23:01:00.022+07:00

Have you ever listened to a speech or read an article that not only explained a problem but also encouraged you to take action? That’s what we call a hortatory exposition. This type of text is often used in speeches, campaigns, or opinion articles because it presents an issue, gives reasons to support an opinion, and ends with a suggestion or recommendation. In short, it’s writing that doesn’t just inform—it also persuades and motivates people to act. It is a way to share opinions and encourage action through writing.

Hortatory Exposition

"What" and "How"

Social Function, Generic Structure, Language Features, and Example Text

🌐Mister Guru

A. Social Function

To persuade the reader or listener that something should or should not be the case.

B. Generic Structure:

Thesis: announcement of issue concern.
Arguments: reasons for concern, leading to recommendation.
Recommendation: statement of what ought or ought not to happen.

C. Lexicogrammatical (Language) Features:

Focus on generic human and non-human participants, except for speaker or writer referring to self.
Use of:
- Mental Processes: to state what writer thinks or feels about issue, e.g. realize, feel, appreciate.
- Material Processes: to state what happens, e.g., is polluting, drive, travel, spend, should be treated.
- Relational Processes: to state what is or should be, e.g., doesn’t seem to have been, is
Use of simple present tense

D. Example Text:

Text 1

Say No to Sexual Harassment in Public Spaces

Thesis:

Sexual harassment in public spaces has become a serious problem that can happen to anyone, anywhere, and at any time. Unfortunately, many people still see it as something normal or even trivial. This mindset is dangerous and must be changed. Sexual harassment is not a joke—it is a violation of human dignity that must be stopped.

Arguments:

Data shows how common sexual harassment is in everyday life. About 33% of cases occur on public roads, 19% in public transportation such as buses or terminals, and even 15% in schools and colleges—places that should be safe. These numbers prove that harassment is not limited to a particular place; it can happen everywhere.

The forms of harassment vary. The most common is verbal abuse, such as catcalling or inappropriate comments on a person’s body (60%). Others include physical harassment such as unwanted touching (24%), and visual harassment like indecent exposure or offensive gestures (15%). Each form, no matter how “small” it may seem, leaves victims with fear, trauma, and loss of self-confidence.

Real cases also show us the urgency of this issue. A high school student in Mojokerto became a victim on her way home when a man suddenly grabbed her and exposed himself. Other reports mention students harassed during study, women assaulted by strangers, and even cases committed by people the victims knew personally. Clearly, sexual harassment is not only committed by strangers but can also come from those closest to us.

Sadly, many people still hold harmful misconceptions. Some think catcalling or flirting is just fun and harmless. Worse, victims are often blamed for the way they dress or behave. This is wrong. Clothes or appearance do not justify harassment. Women—and men alike—have the right to feel safe, respected, and valued wherever they are.

Recommendation:

So, what should we do? We must not remain silent. If harassment happens, victims must be supported, not blamed. As bystanders, if it is safe, we should speak up, help the victim, or record the incident as evidence and report it to the authorities. As a society, we must build awareness that sexual harassment is never acceptable.

In conclusion, sexual harassment in public spaces is a violation of human rights that destroys safety and dignity. Everyone—individuals, communities, and authorities—must work together to stop it. Once and for all, let us take a stand: say no to sexual harassment and protect the people we love.

Text 2

Why We Should Protect Endangered Species

Thesis:

Endangered species are animals and plants that are at risk of extinction. The rapid loss of biodiversity is a significant issue caused by factors such as habitat destruction, climate change, and human activities like illegal hunting. We must take immediate action to protect endangered species because their survival is crucial for maintaining ecological balance, preserving natural heritage, and securing future generations' well-being.

Arguments:

Firstly, protecting endangered species helps to maintain ecological balance. Every species plays a specific role in the ecosystem, whether as predators, prey, or pollinators. The loss of one species can disrupt food chains and cause entire ecosystems to collapse. For example, the extinction of predators can lead to overpopulation of prey, which then affects vegetation and other species. By preserving endangered species, we ensure that ecosystems remain healthy and function properly.

Secondly, endangered species are a vital part of our natural heritage. They contribute to the world's biological diversity, which enriches our planet. Many species have cultural, historical, and scientific importance, and their extinction would mean losing a part of our natural history. Protecting these species allows future generations to experience the beauty and diversity of life on Earth.

Finally, safeguarding endangered species can benefit humanity in unexpected ways. Many plants and animals have been sources of important medical discoveries. For example, certain plants are used to create life-saving medications. By protecting endangered species, we preserve the possibility of future scientific and medical advancements that could be vital to human health and well-being.

Recommendation:

In conclusion, protecting endangered species is not only an ethical responsibility but also a necessity for the health of our planet and future generations. Governments, organizations, and individuals must work together to implement conservation efforts, establish protected areas, and raise awareness about the importance of preserving wildlife. If we do not act now, we may face irreversible consequences that affect both the environment and humanity. Let us take urgent steps to protect endangered species and preserve the Earth's biodiversity for generations to come.

The above example texts follow the hortatory exposition structure with a thesis section, supporting arguments, and recommendations that encourage the reader to take concrete action.

Expand Your Knowledge Here:

📘 Hortatory Exposition - Example Texts 📘 All You Should Know about Discussion Text 📘 Contrasting Discussion Text VS Argumentative Text 📘 A Complete Guide to Analytical Exposition Texts 📘 Analytical Expositions: Example Texts

MISTER GURU

Contrasting Discussion Text VS Argumentative Text

(Membandingkan Teks Diskusi vs. Teks Argumentatif)

1. 🔎 Focus and Purpose (Fokus dan Tujuan)

A. Discussion Text (Teks Diskusi)

Key purposes (Tujuan utama):

Example topic (Topic Contoh):

B. Argumentative Text (Teks Argumentatif)

Key purposes (Tujuan utama):

Example topic (Topic Contoh):

2. 🏗️ Text Structure (Struktur Teks)

3. 🔊Language Features (Ciri Kebahasaan)

A. Discussion Text Language Features:

B. Argumentative Text Language Features:

4. 🗝️ Key Example Comparison (Perbandingan Contoh)

A. Discussion Text: "Should Schools Ban Junk Food?"

B. Argumentative Text: "Why Schools Must Ban Junk Food"

📋 Short Conclusion (Ringkasan Singkat)

5. 📝 Interactive Exercise

Quick Quiz: Discussion vs. Argumentative

Your Score:

30 Basic Vocabulary Questions for Elementary: Animals

Directions:

Your Score:

40 Basic Vocabulary Questions for Elementary: Parts of the Body

Your Score:

Causative Verbs Practice

Causative Verbs

To Have / Get Something Done

Interactive Grammar Exercise

A. Why did you do these things?

B. Complete the sentences by choosing the correct causative form.

C. Choose the correct answer to rewrite each sentence.

English Dialogue with Exercises: Using the Past Perfect Tense to Talk About Past Events

A. Past Perfect Tense dalam Dialog

50 Latihan Soal Interaktif Persiapan English Olympiad & Ujian Sekolah SMP/MTs — Lengkap & Gratis

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Bahasa Inggris Tingkat SD–SMP

Paket 1C: Soal Interaktif Persiapan Olimpiade Bahasa Inggris SD–SMP

Soal Persiapan Olimpiade

Bahasa Inggris Tingkat SD–SMP

Paket Soal 1C

Multiple Choice Questions.

Perjalanan 35 Tahun Mengajar Bahasa Inggris: Refleksi di Hari Guru

Arti Sebenarnya ‘Healing’: Mengapa Orang Indonesia Sering Salah Kaprah?

Apa arti ‘healing’ dalam bahasa Inggris?

Mengapa di Indonesia artinya berbeda?

Jadi, kapan sebaiknya memakai kata ‘healing’?

Vocabulary Exercise for Elementary–Intermediate English Olympiads

English Vocabulary Exercise

Elementary–Intermediate Olympiads

Bahasa Inggris Tingkat SMP/MTs

English Vocabulary multiple choice exercise for Elementary–Intermediate Level

Descriptive Text Exercise – Multiple Choice & Vocabulary Practice

Descriptive Text Exercise

Multiple Choice & Vocabulary Practice

TOEIC® & VIERA Listening Comprehension Practice

TOEIC® & VIERA

Listening Comprehension

Interactive Online Test

Reading Cloze Exercise: Explanation Texts on Deforestation and the Water Cycle

Reading Cloze Exercise

Explanation Texts

Deforestation and the Water Cycle

DEFORESTATION

THE WATER CYCLE

Active and Passive Voice Exercises with Answers and AI Explanations

Active and Passive Voice

Interactive Grammar Exercises

With Answers and AI Explanations

Cara Mengubah Kalimat Aktif (Active Voice) Menjadi Kalimat Pasif (Passive Voice) dalam Bahasa Inggris

Grammar Guide

Active to Passive Voice

💡 Apa Itu Kalimat Pasif (Passive Voice)?

⚙️ Bagaimana menyusun kalimat pasif

A. Bentuk Kata Kerja Aktif & Pasif

B. Contoh Kalimat Aktif dan Pasif

🔮 Penggunaan Kalimat Pasif (Passive Voice) dalam Bahasa Inggris

📋 Latihan Soal Passive Voice

D.2. Change the verbs in bold into the Future Continuous.
(Notice the change of meaning in some sentences.)

SMA / SMK
Analytical Exposition Texts Quiz 2