Contoh Soal IELTS Reading Lengkap dengan Kunci Jawaban


Tes IELTS memiliki empat section, satu di antaranya adalah reading section. Pada sesi ini, kamu dituntut untuk fokus dengan teks bacaan dan mengerjakan soal sesuai petunjuk karena tidak semua soal tersedia pilihan ganda, bahkan lebih banyak essay atau pilihan FALSE dan TRUE. Meskipun sesi ini terkadang sering dianggap lebih mudah dari section IELTS lainnya, nyatanya reading section juga perlu strategi yang tepat dalam pengerjaannya.

Agar waktumu tidak banyak terbuang saat membaca teks yang panjang, yuk mulai belajar contoh soal IELTS reading dari sekarang! 


Table of Contents

IELTS Reading

Jumlah soal IELTS untuk sesi reading sebanyak 40 soal, yang mana biasanya dibagi ke dalam 3 passage. Kamu akan diberikan waktu pengerjaan selama 60 menit dalam sesi tes ini. Maka dari itu penting bagi kamu untuk mengetahui strategi dan cara belajar IELTS terutama pada sesi reading.

Beberapa tips yang bisa kamu terapkan selama belajar dan mengerjakan soal IELTS reading adalah:

  • Kembangkan skill membaca
  • Fokus pada intisari teks, gagasan pokok, detail, dan tujuan teks
  • Berlatih teknik membaca sekilas
  • Cek terlebih dahulu soal-soal sebelum kamu mulai membaca teks reading

IELTS Reading Instruction to Candidate
Ketahui beberapa instruksi berikut sebelum mengerjakan soal IELTS reading:

  • Do not open this question paper until you are told to do so.
  • Write your name and candidate number in the spaces at the top of this page.
  • Read the instructions for each part of the paper carefully.
  • Answer all the questions.
  • Write your answers on the answer sheet. Use a pencil.
  • You must complete the answer sheet within the time limit.
  • At the end of the test, hand in both this question paper and your answer sheet.

Contoh Soal IELTS Reading

Passage 1

Perhatikan baik-baik teks berikut untuk menjawab soal 1-10!

The Triune Brain

The first of our three brains to evolve is what scientists call the reptilian cortex. This brain sustains the elementary activities of animal survival such as respiration, adequate rest and a beating heart. We are not required to consciously “think” about these activities. The reptilian cortex also houses the “startle centre”, a mechanism that facilitates swift reactions to unexpected occurrences in our surroundings. That panicked lurch you experience when a door slams shut somewhere in the house, or the heightened awareness you feel when a twig cracks in a nearby bush while out on an evening stroll are both examples of the reptilian cortex at work. When it comes to our interaction with others, the reptilian brain offers up only the most basic impulses: aggression, mating, and territorial defence. There is no great difference, in this sense, between a crocodile defending its spot along the river and a turf war between two urban gangs.

Although the lizard may stake a claim to its habitat, it exerts total indifference toward the well-being of its young. Listen to the anguished squeal of a dolphin separated from its pod or witness the sight of elephants mourning their dead, however, and it is clear that a new development is at play. Scientists have identified this as the limbic cortex. Unique to mammals, the limbic cortex impels creatures to nurture their offspring by delivering feelings of tenderness and warmth to the parent when children are nearby. These same sensations also cause mammals to develop various types of social relations and kinship networks. When we are with others of “our kind” – be it at soccer practice, church, school or a nightclub – we experience positive sensations of togetherness, solidarity and comfort. If we spend too long away from these networks, then loneliness sets in and encourages us to seek companionship.

Only human capabilities extend far beyond the scope of these two cortexes. Humans eat, sleep and play, but we also speak, plot, rationalise and debate finer points of morality. Our unique abilities are the result of an expansive third brain – the neocortex – which engages with logic, reason and ideas. The power of the neocortex comes from its ability to think beyond the present, concrete moment. While other mammals are mainly restricted to impulsive actions (although some, such as apes, can learn and remember simple lessons), humans can think about the “big picture”. We can string together simple lessons (for example, an apple drops downwards from a tree; hurting others causes unhappiness) to develop complex theories of physical or social phenomena (such as the laws of gravity and a concern for human rights).

The neocortex is also responsible for the process by which we decide on and commit to particular courses of action. Strung together over time, these choices can accumulate into feats of progress unknown to other animals. Anticipating a better grade on the following morning’s exam, a student can ignore the limbic urge to socialise and go to sleep early instead. Over three years, this ongoing sacrifice translates into a first class degree and a scholarship to graduate school; over a lifetime, it can mean ground-breaking contributions to human knowledge and development. The ability to sacrifice our drive for immediate satisfaction in order to benefit later is a product of the neocortex.

Understanding the triune brain can help us appreciate the different natures of brain damage and psychological disorders. The most devastating form of brain damage, for example, is a condition in which someone is understood to be brain dead. In this state a person appears merely unconscious – sleeping, perhaps – but this is illusory. Here, the reptilian brain is functioning on autopilot despite the permanent loss of other cortexes.

Disturbances to the limbic cortex are registered in a different manner. Pups with limbic damage can move around and feed themselves well enough but do not register the presence of their littermates. Scientists have observed how, after a limbic lobotomy 2 “one impaired monkey stepped on his outraged peers as if treading on a log or a rock”. In our own species, limbic damage is closely related to sociopathic behaviour. Sociopaths in possession of fully-functioning neocortexes are often shrewd and emotionally intelligent people but lack any ability to relate to, empathise with or express concern for others.

One of the neurological wonders of history occurred when a railway worker named Phineas Gage survived an incident during which a metal rod skewered his skull, taking a considerable amount of his neocortex with it. Though Gage continued to live and work as before, his fellow employees observed a shift in the equilibrium of his personality. Gage’s animal propensities were now sharply pronounced while his intellectual abilities suffered; garrulous or obscene jokes replaced his once quick wit. New findings suggest, however, that Gage managed to soften these abrupt changes over time and rediscover an appropriate social manner. This would indicate that reparative therapy has the potential to help patients with advanced brain trauma to gain an improved quality of life.

Questions 1–9

Classify the following as typical of
A → the reptilian cortex
B → the limbic cortex
C → the neocortex

Write the correct letter, A, B or C, in boxes 1-9 on your answer sheet.

  1. Giving up short-term happiness for future gains
  2. Maintaining the bodily functions necessary for life
  3. Experiencing the pain of losing another
  4. Forming communities and social groups
  5. Making a decision and carrying it out
  6. Guarding areas of land
  7. Developing explanations for things
  8. Looking after one’s young
  9. Responding quickly to sudden movement and noise

Questions 10–13
Complete the sentences below!
Write NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 10-13 on your answer sheet.

  1. A person with only a functioning reptilian cortex is known as ………………….
  2. ………………… in humans is associated with limbic disruption.
  3. An industrial accident caused Phineas Gage to lose part of his ………………….
  4. After his accident, co-workers noticed an imbalance between Gage’s

………………… and higher-order thinking.

14 Hari Belajar Bahasa Inggris Gratis di Cakap, Khusus untuk Pengguna Baru

Passage 2
Perhatikan baik-baik teks berikut untuk menjawab soal nomor 14-20!

                                  PROCEDURE FOR EVACUATION

★ Warning of an emergency evacuation will be marked by a number of short bell rings. (In the event of a power failure, this may be a hand-held bell or siren.)
★ All class work will cease immediately.
★ Students will leave their bags, books and other possessions where they are.
★ Teachers will take the class rolls.
★ Classes will vacate the premises using the nearest staircase. If these stairs are inaccessible, use the nearest alternative staircase. Do not use the lifts. Do not run!
Each class, under the teacher’s supervision, will move in a brisk, orderly fashion to the paved quadrangle area adjacent to the car park.
All support staff will do the same.
The Marshalling Supervisor, Ms Randall, will be wearing a red cap and she will be waiting there with the master timetable and staff list in her possession.
Students assemble in the quad with their teacher at the time of evacuation. The teacher will do a head count and check the roll.
Each teacher sends a student to the Supervisor to report whether all students have been accounted for. After checking, students will sit down (in the event of rain or wet pavement they may remain standing).
The Supervisor will inform the Office when all staff and students have been accounted for.
All students, teaching staff and support personnel remain in the evacuation area until the All Clear signal is given. The All Clear will be a long bell ring or three blasts on the siren.
Students will return to class in an orderly manner under teacher guidance.
In the event of an emergency occurring during lunch or breaks, students are to assemble in their home-room groups in the quad and await their home-room teacher.

Questions 14 – 20
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the text for each answer.

Write your answers in boxes 14–20 on your answer sheet.

  1. In an emergency, a teacher will either phone the office or ……………….. .
  2. The signal for evacuation will normally be several ……………….. .
  3. If possible, students should leave the building by the ……………….. .
  4. They then walk quickly to the ……………….. .
  5. ……………….. will join the teachers and students in the quad.
  6. Each class teacher will count up his or her students and mark ……………….. .
  7. After the ……………….. , everyone may return to class.

Passage 3
Perhatikan teks berikut untuk menjawab soal nomor 21-25

                                           Community Education
                                     SHORT COURSES: BUSINESS

Business Basics
Gain foundation knowledge for employment in an accounts position with bookkeeping and business basics through to intermediate level; suitable for anyone requiring knowledge from the ground up.
Code B/ED011
16th or 24th April 9am–4pm
Cost $420

This course will provide students with a comprehensive understanding of bookkeeping and a great deal of hands-on experience.
Code B/ED020
19th April 9am–2.30pm (one session only so advance bookings essential)
Cost $250

New Enterprise Module
Understand company structures, tax rates, deductions, employer obligations, profit and loss statements, GST and budgeting for tax.
Code B/ED030
15th or 27th May 6pm–9pm
Cost $105

Social Networking – the Latest Marketing Tool
This broad overview gives you the opportunity to analyse what web technologies are available and how they can benefit your organisation.
Code B/ED033
1st or 8th or 15th June 6pm–9pm
Cost $95

Take the fear out of talking to large gatherings of people. Gain the public-speaking experience that will empower you with better communication skills and confidence.
Code B/ED401
12th or 13th or 14th July 6pm–9pm
Cost $90

Questions 21–25

Do the following statements agree with the information given in the text? In boxes 9–14 on your answer sheet, write:
TRUE → if the statement agrees with the information
FALSE → if the statement contradicts the information
NOT GIVEN →if there is no information on this

  1. Business Basics is appropriate for beginners.
  2. Bookkeeping has no practical component.
  3. Bookkeeping is intended for advanced students only.
  4. The New Enterprise Module can help your business become more profitable.
  1. The Communication class involves speaking in front of an audience.

Kunci Jawaban Soal IELTS Reading

  1. C
  2. A
  3. B
  4. B
  5. C
  6. A
  7. C
  8. B
  9. A
  10. Brain dead
  11. Sociopathic behaviour
  12. Neocortex
  13. Animal propensities
  14. Send a messenger
  15. Short bell rings
  16. Nearest staircase/stairs
  17. (paved) quadrangle (area)/quad
  18. (all) support staff/personnel
  19. The (class) roll
  20. All clear (signal)
  21. TRUE
  22. FALSE
  25. TRUE

Itu dia beberapa contoh soal IELTS untuk sesi reading. Kamu bisa menggunakan latihan soal di atas untuk membantu memaksimalkan persiapan tes IELTS-mu. 

Untuk kamu yang ingin persiapan belajarmu makin matang, yuk ikuti persiapan dan simulasi IELTS di Cakap! Makin banyak berlatih semakin besar kesempatanmu mendapatkan nilai IELTS impian! Tunggu apa lagi, ikutan sekarang karena #SiapaCakapDiaDapat!

Baca Juga:

Saya adalah pencinta sastra dan gemar menyelami tulisan-tulisan lama. Saya percaya bahwa “Menulis, menciptakan ide/gagasan, dan berbagi pengetahuan adalah cara untuk tetap ada dalam pusaran sejarah”.