Contoh Soal Bahasa Inggris Kelas 10: Latihan Ulangan Harian dan Kunci Jawaban Lengkap

1. My sister _____ to London three times this year.

• a) go
• b) goes
• c) has gone
• d) went

Answer: c) has gone

Explanation: The phrase ‘three times this year’ indicates an action that started in the past and continues or has relevance to the present, requiring the Present Perfect tense.

2. If it rains tomorrow, we _____ the picnic.

• a) will cancel
• b) would cancel
• c) cancelled
• d) cancel

Answer: a) will cancel

Explanation: This is a Type 1 Conditional sentence (real condition), which follows the structure ‘If + Simple Present, Subject + will + Verb 1’.

3. She said, ‘I am reading a book.’ When reported, it becomes:

• a) She said she is reading a book.
• b) She said she was reading a book.
• c) She said I am reading a book.
• d) She said I was reading a book.

Answer: b) She said she was reading a book.

Explanation: In reported speech, the tense usually shifts back (present continuous becomes past continuous) and pronouns change accordingly.

4. The letters _____ by the postman every morning.

• a) delivers
• b) is delivered
• c) are delivered
• d) were delivered

Answer: c) are delivered

Explanation: The subject ‘The letters’ is plural, and the action ‘deliver’ is performed on them regularly (every morning), requiring the Simple Present Passive voice (are + past participle).

5. You _____ submit your assignment by Friday. It’s mandatory.

• a) might
• b) should
• c) must
• d) could

Answer: c) must

Explanation: ‘Must’ is used to express strong obligation or necessity.

6. She studied hard; _____, she failed the exam.

• a) therefore
• b) however
• c) in addition
• d) moreover

Answer: b) however

Explanation: ‘However’ is used to introduce a statement that contrasts with something that has just been said.

7. In a narrative text, what is the main purpose of the ‘complication’?

• a) To introduce the characters.
• b) To resolve the problem.
• c) To develop the conflict.
• d) To provide a moral lesson.

Answer: c) To develop the conflict.

Explanation: The complication in a narrative text is where the main problem or conflict arises and develops, driving the story forward.

8. ‘I’m so bored.’ ‘Why don’t we _____ to the cinema?’

• a) going
• b) goes
• c) go
• d) gone

Answer: c) go

Explanation: ‘Why don’t we…?’ is a common way to make a suggestion, followed by the base form of the verb.

9. Which of the following is NOT a way to ask for an opinion?

• a) What do you think about…?
• b) Do you agree with…?
• c) How do you feel about…?
• d) I think that…

Answer: d) I think that…

Explanation: ‘I think that…’ is a way of giving an opinion, not asking for one.

10. He drives very _____

• a) quick
• b) quickly
• c) quicker
• d) quickest

Answer: b) quickly

Explanation: An adverb (quickly) is needed to modify the verb ‘drives,’ describing how he drives.

11. I _____ for two hours now, and I’m still not finished.

• a) have been studying
• b) had studied
• c) studied
• d) am studying

Answer: a) have been studying

Explanation: ‘For two hours now’ indicates an action that started in the past and is still continuing in the present, requiring the Present Perfect Continuous tense.

12. I promise I _____ you tomorrow.

• a) will help
• b) help
• c) helping
• d) helped

Answer: a) will help

Explanation: ‘Will’ is used for promises and spontaneous decisions about the future.

13. By the time we arrived, the movie _____ already _____

• a) has / started
• b) had / started
• c) was / starting
• d) is / starting

Answer: b) had / started

Explanation: The Past Perfect tense (had + past participle) is used to describe an action that happened before another action in the past.

14. The new bridge _____ next year.

• a) will build
• b) will be built
• c) builds
• d) is building

Answer: b) will be built

Explanation: The sentence requires the Future Simple Passive voice (will be + past participle) because the bridge is the receiver of the action in the future.

15. If I _____ a millionaire, I _____ travel the world.

• a) am / will
• b) was / would
• c) were / would
• d) had been / would

Answer: c) were / would

Explanation: This is a Type 2 Conditional sentence (unreal condition in the present), which follows the structure ‘If + Simple Past (often ‘were’ for all subjects), Subject + would + Verb 1′.

16. What is the main characteristic of an Analytical Exposition text?

• a) To entertain the reader with a story.
• b) To describe how something is made.
• c) To present arguments and persuade the reader about an issue.
• d) To retell past events chronologically.

Answer: c) To present arguments and persuade the reader about an issue.

Explanation: An Analytical Exposition text aims to persuade the reader by presenting arguments and evidence supporting a specific point of view.

17. This is the man _____ car was stolen.

• a) who
• b) whom
• c) whose
• d) which

Answer: c) whose

Explanation: ‘Whose’ is a possessive relative pronoun, indicating ownership.

18. Could you please _____ the music? It’s too loud.

• a) turn up
• b) turn down
• c) turn on
• d) turn off

Answer: b) turn down

Explanation: ‘Turn down’ means to reduce the volume of something.

19. ‘I’m feeling unwell.’ ‘You _____ see a doctor.’

• a) must
• b) should
• c) would
• d) can

Answer: b) should

Explanation: ‘Should’ is used to give advice or make a recommendation.

20. ‘I think online learning is very effective.’ ‘_____. It offers flexibility.’

• a) I don’t think so.
• b) I totally agree.
• c) That’s not right.
• d) I couldn’t agree less.

Answer: b) I totally agree.

Explanation: ‘I totally agree’ is a strong expression of agreement, and the second sentence supports the agreement.

1. Change the sentence ‘They build a new school.’ into the Passive Voice.

Answer: A new school is built by them.

Explanation: To change an active sentence into passive voice, the object of the active sentence becomes the subject, the verb is changed to ‘to be’ + past participle, and the original subject becomes the agent (often omitted).

2. What is the main difference between ‘analytical exposition’ and ‘hortatory exposition’ texts?

Answer: Analytical exposition aims to persuade the reader that something is the case by presenting arguments, while hortatory exposition aims to persuade the reader to do something or take a particular action.

Explanation: Both are persuasive texts, but analytical focuses on belief (what to think) and hortatory focuses on action (what to do).

3. Complete the conditional sentence: ‘If I had known you were coming, I _____ (prepare) dinner.’

Answer: would have prepared

Explanation: This is a Type 3 Conditional sentence (unreal condition in the past), which follows the structure ‘If + Past Perfect, Subject + would have + Past Participle’.

4. Give an example of a sentence using the phrase ‘look forward to’.

Answer: I look forward to meeting you next week.

Explanation: ‘Look forward to’ is a phrasal verb meaning to anticipate with pleasure, and it is followed by a gerund (-ing form) or a noun.

5. What kind of text is typically found in news reports that describe a series of events in chronological order, often focusing on past events?

Answer: Recount Text.

Explanation: Recount texts retell past events in chronological order, often found in personal experiences, historical accounts, or news reports.

1. Write a short analytical exposition text (at least 3 paragraphs) arguing for the importance of learning English in today’s globalized world.

Answer: Learning English is undeniably crucial in our increasingly globalized world. It serves as a lingua franca, bridging communication gaps across diverse cultures and nations. Without a common language, international cooperation, trade, and cultural exchange would be significantly hampered. Firstly, English proficiency opens up vast opportunities in education and career. Most academic research, higher education programs in prestigious universities, and professional advancements in multinational companies require a strong command of English. It allows individuals to access a wealth of information, collaborate with international colleagues, and pursue global career paths that might otherwise be inaccessible. Secondly, English enhances personal development and cross-cultural understanding. Through English, individuals can engage with global media, literature, and entertainment, gaining new perspectives and broadening their horizons. It fosters a deeper appreciation for different cultures and promotes a sense of global citizenship. Therefore, investing time and effort in mastering English is an investment in one’s future and in contributing to a more interconnected world.

Explanation: This model answer provides a clear thesis statement, supporting arguments in body paragraphs, and a concluding reiteration, typical of an analytical exposition.

2. Describe a memorable event from your past using the structure of a Recount Text (Orientation, Events, Reorientation).

Answer: Last summer, my family and I embarked on an unforgettable camping trip to the breathtaking Bromo Tengger Semeru National Park. It was my first time visiting the volcano, and I was incredibly excited about the adventure ahead. Our journey began with a long overnight drive, reaching the foot of the mountain just before dawn. We then took a jeep across the ‘sea of sand,’ a surreal volcanic desert, with the majestic silhouette of Mount Bromo gradually becoming visible against the pre-dawn sky. The highlight was hiking up to the crater rim. The climb was challenging but rewarding. As the sun rose, casting a golden glow over the volcanic landscape, we witnessed the mesmerizing sunrise view from the summit, with the active crater smoking gently beside us. It was an awe-inspiring sight, feeling the cool morning air and hearing the distant rumble of the volcano. Later, we explored the whispering sands, a vast area of volcanic ash, which felt like walking on another planet. That camping trip remains one of my most cherished memories. The sheer beauty of nature, combined with the thrill of the adventure, left a lasting impression on me. I hope to return someday.

Explanation: The answer clearly demonstrates the three components of a recount text: orientation (who, what, when, where), a series of events in chronological order, and a reorientation (personal comment).

3. Discuss the importance of using appropriate modal verbs (e.g., must, should, can, may) in expressing different levels of certainty, obligation, or possibility. Give examples for each.

Answer: Modal verbs are essential in English for conveying nuances in meaning, specifically regarding certainty, obligation, possibility, and permission. Using them correctly allows speakers and writers to express themselves precisely and avoid misunderstandings. For example, ‘must’ expresses strong obligation or necessity: ‘You must submit your essay by Friday.’ This indicates a non-negotiable requirement. In contrast, ‘should’ expresses a recommendation or weaker obligation: ‘You should study harder for the exam.’ It suggests advice rather than a strict rule. Regarding possibility, ‘can’ and ‘may’ are often used. ‘Can’ indicates ability or possibility: ‘She can speak three languages.’ or ‘It can rain later.’ ‘May’ also expresses possibility, often with a slightly higher degree of formality or less certainty: ‘It may rain later.’ or ‘You may leave now’ (permission). Differentiating these modal verbs is crucial. Saying ‘You must help him’ is much stronger than ‘You should help him.’ Similarly, ‘He can be late’ implies a general possibility, while ‘He may be late’ suggests a current, specific possibility. Understanding these subtle differences is vital for effective communication.

Explanation: The answer explains the importance of modals, then provides clear examples for ‘must’, ‘should’, ‘can’, and ‘may’, illustrating their distinct uses in expressing obligation, possibility, and certainty.

4. Imagine you are asked to give advice to a friend who is struggling with learning English. What suggestions would you give them to improve their skills in reading, listening, speaking, and writing?

Answer: If a friend were struggling with English, I would offer several practical suggestions to improve their skills across all four areas: For Reading, I would advise them to start with materials they enjoy, such as simplified novels, blogs, or news articles on topics of interest. They should practice reading aloud to improve pronunciation and fluency, and always look up unfamiliar words, perhaps keeping a vocabulary journal. For Listening, I’d recommend watching English movies or TV shows with English subtitles first, then without. Listening to English podcasts or music, even while doing other tasks, can help them get used to the rhythm and intonation of the language. Engaging in active listening by trying to summarize what they heard is also beneficial. To improve Speaking, the key is practice. I’d suggest joining an English conversation club, finding a language exchange partner, or even talking to themselves in English about their day. They shouldn’t be afraid to make mistakes; they are part of the learning process. Recording their voice and listening back can also help identify areas for improvement. Finally, for Writing, starting small is important. They could begin by journaling in English, writing short paragraphs about their day, or even simple emails. Practicing sentence structure, using a grammar checker, and getting feedback from a native speaker or teacher would be invaluable. Consistent effort across all these areas will lead to significant improvement.

Explanation: The model answer provides specific, actionable advice for improving each of the four core language skills: reading, listening, speaking, and writing.

5. Explain how ‘Reported Speech’ works. Provide two examples: one direct speech changed to reported speech, and another with a question.

Answer: Reported speech, also known as indirect speech, is used to convey what someone else said without directly quoting them. When transforming direct speech into reported speech, several changes typically occur: the tense of the verb usually shifts backward (e.g., present simple becomes past simple), pronouns are adjusted to fit the new context, and time/place adverbs might change (e.g., ‘today’ becomes ‘that day’, ‘here’ becomes ‘there’). Example 1 (Statement): Direct Speech: She said, ‘I am going to the park.’ Reported Speech: She said that she was going to the park. (Here, ‘am going’ changed to ‘was going’, and ‘I’ changed to ‘she’.) Example 2 (Question): Direct Speech: He asked, ‘Are you busy?’ Reported Speech: He asked if I was busy. (For ‘yes/no’ questions, ‘if’ or ‘whether’ is used, and the word order changes from question form to statement form. ‘Are you’ changed to ‘I was’.)

Explanation: The answer clearly defines reported speech, outlines the common changes, and provides two distinct examples (statement and question) with explanations of the transformations.

1. Match the type of text with its main purpose.

Answer: The correct pairs are listed below.

Explanation: Each text type has a distinct primary purpose.

2. Match the direct speech with its correct reported speech equivalent.

Answer: The correct pairs are listed below.

Explanation: Reporting speech involves tense shifts, pronoun changes, and sometimes changes in time/place expressions.