Contoh Soalan Kefahaman Bahasa Inggeris SPA

Kemaskini Terakhir: 17 Julai 2022

Sekiranya anda membaca artikel tentang Sukatan Peperiksaan Online SPA, pasti anda mengetahui yang SPA menguji calon menggunakan seksyen-seksyen tertentu dalam setiap peperiksaan.

Bagi yang tidak menguasai bahasa Inggeris dengan baik, ramai yang mengeluh apabila menjawab Seksyen Kefahaman Bahasa Inggeris.

Susah katanya...

Bukan sedikit jumlah calon yang "terkorban" di seksyen ini.

Seksyen kefahaman bahasa Ingggeris akan menjadi bertambah susah apabila calon memasuki peperiksaan online SPA tanpa mengetahui bagaimana ia dinilai dan disoal.

Tahukah anda sebenarnya, dalam seksyen kefahaman bahasa Inggeris terdapat lagi beberapa pecahan kecil iaitu:

  • Soalan kefahaman bahasa Ingggeris (comprehension).
  • Soalan tatabahasa bahasa Inggeris (grammar).

Soalan Bahasa Inggeris (Comprehension)

Di bahagian ini anda akan diberikan teks dalam bahasa Inggeris dan diikuti beberapa soalan dengan beberapa pilihan jawapan. Soalan adalah berbentuk objektif dan jawapan boleh diperolehi daripada teks yang diberi.

Bagaimana cara untuk menjawab soalan kefahaman bahasa Inggeris supaya anda dapat skor maksimum untuk seksyen ini?

Ikuti tips yang kami kongsikan ini.

Tips Menjawab Soalan Bahasa Inggeris (Comprehension)

Untuk skor seksyen ini dengan baik, anda perlu:

  1. Baca soalan yang ditanya terlebih dahulu supaya anda mengetahui jawapan apa yang perlu dicari.
  2. Kemudian baca teks dengan teliti dan cari jawapan kepada soalan yang ditanya.
  3. Elakkan baca teks dahulu supaya anda tidak rugi masa.

Cuba jawab contoh soalan di bawah dan cari jawapannya.

Contoh Soalan Kefahaman Bahasa Inggeris (Comprehension)

Cuba aplikasikan tips yang dikongsikan di atas ini dan anda pasti akan dapat menjawab soalan dengan lebih baik!

Read the following paragraphs to answer the next five question (Question 1 - 5).

Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion.

Lozanov's instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details - the colour, the binding, the typeface, the table at the library where we sat while studying it - than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer's appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever.

This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Lozanov therefore made indirect instruction (suggestion) central to his teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.

The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice. During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.

Beforehand, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be covered, but does not 'teach' it. Likewise, the students are instructed not to try to learn it during this introduction.

Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised dramatisations). Such methods are not unusual in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The 'learning' of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher's task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.

Lozanov experimented with teaching by direct suggestion during sleep, hypnosis and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designated, by trained and accredited suggestopedic teachers.

While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mind set. They are often not motivated to learn through this method. They do not have enough 'faith'. They do not see it as 'real teaching', especially as it does not seem to involve the 'work' they have learned to believe is essential to learning.

The main concerned of the above passage is

  1. The effects of emotion on the imagination and the unconscious.
  2. Ways of learning which are not traditional.
  3. The power of suggestion in learning.
  4. A particular technique for learning based on emotions.

The theory of Lazanov says that when we try to remember things

  1. The most significant facts are most easily recalled.
  2. Peripheral vision is not important.
  3. Unimportant details are the easiest to recall.
  4. Concentrating hard produces the best results.

In this passage, the relationship between a book and a lecture is to illustrate that

  1. Both of these are important for developing concentration.
  2. We can remember things more easily under hynosis.
  3. Reading is a better technique for learning than listening.
  4. Author theory about methods of learning is valid.

According to Lazanov, teachers should educate students to

  1. Think about something other than the curriculum content.
  2. Develop their own sets of indirect instructions.
  3. Memorise detailsof the curriculum.
  4. Avoid overloading the capasity of the brain.

Which statement is true?

  1. In the follow up class, the teaching activities are similar to those used in conventional classes.
  2. In the example of suggestopedic teaching in the fourth paragraph, the only variable that changes is the music.
  3. Prior to the suggestopedia class, students are made aware the the language experience will be demanding.
  4. As an indirect benefit, students notice improvements in their memory.

Soalan Bahasa Inggeris (Grammar)

Jika di bahagian comprehension anda perlu membaca dan memahami teks yang panjang. Berbeza pula di bahagian grammar!

Tiada ayat yang panjag-panjang. Soalannya lebih direct to the point.

Untuk skor maksimum di bahagian ini anda perlu mengetahui tentang asas grammar.

Soalan yang ditanya tentang grammar pula secara pula meliputi 8 perkara berikut:

  1. Pronoun (kata ganti)
  2. Noun (kata nama)
  3. Verb (kata kerja)
  4. Adjective (kata sifat)
  5. Adverb (kata keterangan)
  6. Determiner (penentu)
  7. Preposition (kata depan)
  8. Conjuction (kata hubung)

Apabila membuat latihan, penting untuk anda memahami dan menguasai 8 perkara di atas supaya anda dapat menjawab soalan grammar bahasa Inggeris.

Cuba jawab contoh soalan grammar yang diberikan di bawah untuk menguji kefahaman anda tentang grammar bahasa Inggeris.

Tips Menjawab Soalan Bahasa Inggeris (Grammar)

Cara paling berkesan untuk skor maksimum seksyen ini adalah dengan memahami tatabahasa bahasa Inggeris. Tiada jalan mudah!

Mahu tidak mahu anda kena banyakkan membuat latihan supaya anda dapat menguasai tatabahasa bahasa Inggeris.

Contoh Soalan Kefahaman Bahasa Inggeris (Grammar)

Cuba anda jawab pula soalan di bawah ini. Dapat tak anda jawab dengan baik?

Jika anda mengalami kesukaran menjawab contoh soalan, bermakna anda masih perlu membuat lebih banyak latihan grammar bahasa Inggeris.

Where _______ Najib live?

  1. are
  2. is
  3. do
  4. does

I don't think she _______ ready on time.

  1. is being
  2. will be
  3. are being
  4. will being

I've never _______ to the UK

  1. been
  2. gone
  3. being
  4. going

There was a problem with the radio, but I _______ it now.

  1. have fixed
  2. fixed
  3. have been fixing
  4. fixing

I play badminton twice _______ week.

  1. the
  2. in the
  3. for a
  4. a

Cadangan Rujukan

Bagi membantu anda membuat persediaan, kami rekomen anda mendapatkan ebook rujukan Extra Seksyen.

Rujukan ini mengandungi soalan + jawapan bagi membantu anda faham bagaimana soalan ditanya untuk setiap seksyen dalam peperiksaan online SPA.

rujukan seksyen kefahaman bahasa inggeris

Rujukan:

  • Sesuai untuk peperiksaan KERAJAAN PUSAT
  • Sesuai untuk peperiksaan KERAJAAN NEGERI
  • Sesuai untuk semua gred jawatan

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Akhir Kata

Semoga artikel ini dan contoh soalan spa kefahaman bahasa Inggeris yang dikongsikan membantu anda untuk membuat persediaan menghadapi peperiksaan online SPA tidak lama lagi!

Study secara bijak dan berstategi! Barulah kebarangkalian untuk anda lulus peperiksaan online SPA lebih tinggi berbanding calon lain.