PAKET A Text 1 Vocational Students Need Stronger Digital Literacy Vocational education is often associated with practical skills. However,...
PAKET A
Text 1
Vocational Students Need Stronger Digital Literacy
Vocational education is often associated with practical skills. However, technical competence alone is no longer sufficient in a rapidly changing workplace. Students also need strong digital literacy to evaluate information, communicate professionally, and use technology responsibly.
First, digital literacy helps students distinguish reliable information from misleading online content. This ability is particularly important because workers frequently make decisions based on information obtained from digital platforms. Second, digital literacy supports workplace communication. Employees are expected to use email, collaborative platforms, and other digital tools appropriately. Finally, digital literacy encourages students to become adaptable learners because technology and workplace requirements continue to change.
Therefore, digital literacy should not be treated as an additional skill in vocational education. It should become an integral part of preparing students for the modern workplace.
1. What is the main thesis of the text?
A. Technical skills are no longer necessary for vocational students.
B. Digital technology makes vocational education more difficult.
C. Digital literacy should be an integral part of vocational education.
D. Vocational students should spend most of their time learning digital tools.
E. Workplace communication is more important than technical competence.
2. Why does the writer mention misleading online content?
A. To prove that the internet should be avoided by students.
B. To illustrate why evaluating digital information is important.
C. To explain why technical skills are becoming less useful.
D. To show that online communication is always unreliable.
E. To compare traditional education with digital education.
3. Which statement can be inferred from the text?
A. Students with technical skills automatically have good digital literacy.
B. Digital literacy may help graduates respond to changing workplace demands.
C. All digital information available online is unreliable.
D. Employers no longer consider technical competence important.
E. Digital literacy only benefits students who work in technology-related fields.
4. The phrase “an integral part” in the last paragraph is closest in meaning to ...
A. a temporary activity
B. an optional subject
C. an unrelated component
D. an essential component
E. a separate examination
5. What is the primary purpose of the text?
A. To describe the development of digital technology.
B. To entertain readers with examples of digital communication.
C. To persuade readers that digital literacy should be emphasized in vocational education.
D. To compare vocational education with general education.
E. To explain how to operate digital communication platforms.
Text 2
Should Schools Ban Smartphones?
Smartphones are often blamed for distracting students during lessons. Consequently, some schools have considered completely banning them. Although excessive smartphone use can interfere with learning, a total ban may not be the most effective solution.
Smartphones can provide immediate access to dictionaries, educational videos, digital libraries, and collaborative applications. They can also support project-based learning when students use them under clear teacher supervision. Instead of removing smartphones entirely, schools should establish specific rules concerning when and how they may be used.
A well-designed policy can reduce unnecessary distractions while preserving the educational advantages of smartphones. Thus, the issue should be addressed through responsible management rather than an absolute prohibition.
6. What assumption underlies the writer’s argument?
A. Students always use smartphones responsibly.
B. Smartphones have no negative effects on learning.
C. Smartphone use can be controlled through appropriate rules.
D. Teachers cannot supervise students effectively.
E. Educational applications are always more useful than textbooks.
7. Which argument most directly supports the writer’s thesis?
A. Some schools have considered banning smartphones.
B. Smartphones are commonly associated with distraction.
C. Smartphones can provide access to educational resources when properly used.
D. Students frequently bring smartphones to school.
E. Teachers sometimes use digital devices during lessons.
8. The final paragraph mainly functions as ...
A. thesis
B. supporting evidence
C. counterargument
D. reiteration
E. background information
9. Which statement would MOST weaken the writer’s argument?
A. Some educational applications require internet access.
B. Students can use smartphones to record project activities.
C. Research shows that classroom smartphone use remains highly distracting even under strict supervision.
D. Digital dictionaries are available on many smartphones.
E. Teachers can establish rules for smartphone use.
10. What is the writer’s attitude toward smartphones in education?
A. Completely negative
B. Completely supportive
C. Cautiously supportive
D. Indifferent
E. Strongly opposed
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PAKET B
Text 1
Financial Literacy Should Be Taught in Vocational Schools
Graduating from vocational school means entering a world in which students may soon receive salaries and make independent financial decisions. Unfortunately, technical competence does not automatically prepare young people to manage their income wisely. For this reason, financial literacy deserves a place in vocational education.
Financial literacy enables students to understand budgeting, saving, responsible borrowing, and financial risks. These skills are relevant regardless of whether graduates become employees, entrepreneurs, or freelancers. Moreover, students who understand financial consequences are more likely to evaluate purchases and financial commitments carefully.
Some may argue that financial matters belong to families rather than schools. However, not every student receives the same level of financial guidance at home. Schools can therefore provide a basic foundation that complements, rather than replaces, family education.
In conclusion, financial literacy should be included in vocational education because preparing students for employment also means preparing them to manage the income and responsibilities that employment brings.
1. What is the writer’s central argument?
A. Families should stop teaching students about money.
B. Vocational schools should teach financial literacy as part of preparing students for adult responsibilities.
C. Financial literacy is only necessary for future entrepreneurs.
D. Technical competence is less important than financial knowledge.
E. Students should learn how to earn money before learning technical skills.
2. Why does the writer mention employees, entrepreneurs, and freelancers?
A. To show that financial literacy is relevant to different career paths.
B. To prove that freelancing is the best career choice.
C. To compare the salaries of different occupations.
D. To argue that vocational schools should teach entrepreneurship only.
E. To explain why technical skills are unnecessary.
3. What can be inferred from the counterargument in paragraph three?
A. The writer believes families have no role in financial education.
B. The writer recognizes family education but considers school-based financial education necessary for equal access to basic knowledge.
C. All families fail to teach financial literacy adequately.
D. Schools should completely replace parents in educating students.
E. Financial education at home is harmful to students.
4. The word “complements” in paragraph three is closest in meaning to ...
A. replaces
B. contradicts
C. supplements
D. eliminates
E. prevents
5. Which additional evidence would BEST strengthen the writer’s position?
A. A survey showing that students enjoy learning mathematics.
B. Data showing that graduates who receive financial-literacy education demonstrate better budgeting habits.
C. A list of popular vocational occupations.
D. An interview about students’ favorite school subjects.
E. Statistics about the number of vocational schools in Indonesia.
Text 2
Internships Are Essential for Vocational Students
An internship should not be viewed merely as a graduation requirement. It is an important bridge between classroom learning and professional practice. Through internships, students encounter workplace situations that cannot always be accurately simulated in school.
During an internship, students must communicate with colleagues, follow workplace procedures, solve unexpected problems, and adapt to professional expectations. These experiences can reveal gaps between what students understand theoretically and what they can actually perform. Such gaps are valuable because they allow students to identify areas requiring improvement before entering full-time employment.
Nevertheless, internships are not automatically beneficial. Their effectiveness depends on appropriate supervision and meaningful tasks. If students are assigned repetitive duties without guidance, the internship may provide limited educational value.
For these reasons, schools should focus not merely on increasing the number of internship placements but on ensuring that each placement provides meaningful learning experiences.
6. What is the writer’s main thesis?
A. Internships should replace classroom learning.
B. All internships automatically prepare students for employment.
C. Internships are valuable when they provide meaningful connections between learning and professional practice.
D. Students should perform only technical tasks during internships.
E. Schools should increase the number of internship placements regardless of quality.
7. Why are “gaps” between theoretical understanding and actual performance considered valuable?
A. They prove that classroom learning is useless.
B. They help students identify what they still need to improve.
C. They show that internships should be longer.
D. They demonstrate that workplace procedures are unnecessary.
E. They prevent students from entering full-time employment.
8. What is the function of the third paragraph?
A. It introduces the thesis.
B. It provides a counterargument and qualification.
C. It repeats the first argument.
D. It gives a chronological sequence of internship activities.
E. It describes the history of vocational internships.
9. Which statement is most strongly supported by the text?
A. The quality of an internship matters more than simply having an internship placement.
B. Students learn everything they need from workplace experience.
C. Repetitive tasks always develop professional competence.
D. Supervision makes internships unnecessary.
E. Classroom theory has no relationship with workplace performance.
10. If a school increases internship placements but provides no supervision or meaningful tasks, how would the writer most likely respond?
A. The policy fully supports the writer’s argument.
B. The policy is likely to improve internship quality automatically.
C. The policy focuses on quantity rath
er than the meaningful learning experience emphasized by the writer.
D. The policy proves that internships are unnecessary.
E. The policy guarantees that every student becomes workplace-ready.
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