{"id":619,"date":"2025-05-06T10:49:00","date_gmt":"2025-05-06T03:49:00","guid":{"rendered":"https:\/\/example.com\/?p=619"},"modified":"2026-02-22T04:25:19","modified_gmt":"2026-02-21T21:25:19","slug":"contoh-soal-ielts-reading-section","status":"publish","type":"post","link":"https:\/\/www.english-academy.id\/blog\/contoh-soal-ielts-reading-section","title":{"rendered":"Contoh Soal IELTS Reading Section dan Pembahasannya"},"content":{"rendered":"

\"Contoh<\/em><\/p>\n

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Artikel ini membahas tentang contoh soal IELTS reading section dan pembahasannya.<\/em><\/span><\/p>\n

—<\/span><\/em><\/p>\n<\/blockquote>\n

Cie<\/em>, ada yang sudah mengetahui tips menghadapi IELTS reading test<\/a><\/strong>, nih<\/em>. Sejujurnya, mengetahui tips menghadapi IELTS <\/strong><\/a>reading section <\/em><\/strong>adalah sebuah awal yang baik. Tetapi, jika kamu benar-benar ingin menjadi bintang dalam ujian yang satu ini, you might want to know your battlefield first<\/em>. Wait<\/em>, wait<\/em>, apa sih<\/em> medan tempur yang aku bicarakan dalam hubungannya dengan IELTS reading section<\/em>? Jawabannya adalah tipe-tipe soal yang ada di dalam IELTS reading section <\/em>itu sendiri.<\/p>\n

Indeed<\/em>, mengetahui tipe-tipe soal yang ada akan membuat kamu tiga kali lebih siap saat ujian nanti. Nah<\/em>, melalui artikel ini, kamu akan mengenali tipe-tipe soal yang ada di dalam IELTS reading section<\/em><\/strong> dan contoh soal yang dilengkapi dengan pembahasannya<\/strong>. So<\/em>, make yourself comfortable and read this article carefully<\/em>!<\/p>\n

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Read This Passage<\/em>!<\/span><\/h2>\n

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a.<\/span> It is a myth that creative people are born with their talents: gifts from God or nature. Creative genius is, in fact, latent within many of us, without our realising. But how far do we need to travel to find the path to creativity? For many people, a long way. In our everyday lives, we have to perform many acts out of habit to survive, like opening the door, shaving, getting dressed, walking to work, and so on. If this were not the case, we would, in all probability, become mentally unhinged. So strongly ingrained are our habits, though this varies from person to person, that sometimes when a conscious effort is made to be creative, automatic response takes over. We may try, for example, to walk to work following a different route, but end up on our usual path. By then it is too late to go back and change our minds. Another day, perhaps. The same applies to all other areas of our lives. When we are solving problems, for example, we may seek different answers, but, often as not, find ourselves walking along the same well-trodden paths.<\/em><\/p>\n

b.<\/span> So, for many people, their actions and behaviour are set in immovable blocks, their minds clogged with the cholesterol of habitual actions, preventing them from operating freely, and thereby stifling creation. Unfortunately, mankind\u2019s very struggle for survival has become a tyranny \u2013 the obsessive desire to give order to the world is a case in point. Witness people\u2019s attitude to time, social customs and the panoply of rules and regulations by which the human mind is now circumscribed.<\/em><\/p>\n

c.<\/span> The groundwork for keeping creative ability in check begins at school. School, later university and then work, teach us to regulate our lives, imposing a continuous process of restrictions which is increasing exponentially with the advancement of technology. Is it surprising then that creative ability appears to be so rare? It is trapped in the prison that we have erected. Yet, even here in this hostile environment, the foundations for creativity are being laid; because setting off on the creative path is also partly about using rules and regulations. Such limitations are needed so that once they are learnt, they can be broken.<\/em><\/p>\n

d.<\/span> The truly creative mind is often seen as totally free and unfettered. But a better image is of a mind, which can be free when it wants, and one that recognises that rules and regulations are parameters, or barriers, to be raised and dropped again at will. An example of how the human mind can be trained to be creative might help here. People\u2019s minds are just like tense muscles that need to be freed up and the potential unlocked. One strategy is to erect artificial barriers or hurdles in solving a problem. As a form of stimulation, the participants in the task can be forbidden to use particular solutions or to follow certain lines of thought to solve a problem. In this way, they are obliged to explore unfamiliar territory, which may lead to some startling discoveries. Unfortunately, the difficulty in this exercise, and with creation itself, is convincing people that creation is possible, shrouded as it is in so much myth and legend. There is also an element of fear involved, however subliminal, as deviating from the safety of one\u2019s thought patterns is very much akin to madness. But, open Pandora\u2019s box and a whole new world unfolds before your very eyes.<\/em><\/p>\n

e.<\/span> Lifting barriers into place also plays a major part in helping the mind to control ideas rather than letting them collide at random. Parameters act as containers for ideas and thus help the mind to fix on them. When the mind is thinking laterally and two ideas from different areas of the brain come or are brought together, they form a new idea, just like atoms floating around and then forming a molecule. Once the idea has been formed, it needs to be contained or it will fly away, so fleeting is its passage. The mind needs to hold it in place for a time so that it can recognise it or call on it again. And then the parameters can act as channels along which the ideas can flow, developing and expanding. When the mind has brought the idea to fruition by thinking it through to its conclusion, the parameters can be brought down and the idea allowed to float off and come in contact with other ideas.<\/em><\/p>\n

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Pertanyaan 1-2: Identifying Paragraph<\/em><\/span><\/h2>\n

As you can see<\/em>, bacaan di atas terdiri dari lima paragraf yaitu paragraf A-E. Nah<\/em>, pada pertanyaan pertama dan kedua ini, kamu akan diminta untuk mengidentifikasi paragraf yang mengandung informasi tertentu.<\/p>\n

Biasanya, pertanyaannya akan berbunyi: \u201c<\/strong>Which paragraph contains the following information<\/em><\/strong>?\u201d<\/strong> atau yang dalam bahasa Indonesia berarti: \u201cParagraf mana yang mengandung informasi berikut?\u201d Untuk mendapatkan gambaran yang lebih jelas tentang tipe pertanyaan yang satu ini, simak contoh soal dan pembahasan di bawah ini, ya!<\/p>\n

\"Academic_English_-_Contoh_Soal_IELTS_Reading_Section_dan_Pembahasannya-04\"<\/span><\/p>\n

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1. Jawaban: Paragraf A<\/p>\n

Pembahasan: Pertanyaan pertama meminta kamu untuk mengidentifikasi paragraf yang mengandung informasi tentang bagaimana suatu kebiasaan dapat membatasi seseorang dan mempersempit ruang bagi kreativitas untuk bekerja. Pada paragraf A<\/strong>, dicontohkan perilaku yang mengindikasikan<\/strong> bahwa<\/strong> dari sekian cara untuk melakukan sesuatu<\/strong>, seseorang<\/strong> cenderung kembali kepada cara-cara lama yang telah ia biasa lakukan<\/strong>.<\/p>\n

Secara spesifik, kalimat seperti:<\/p>\n

Baca Juga: <\/strong>Tips Menghadapi IELTS Reading Test<\/strong><\/a><\/p>\n