Topic area · the world we live in
Evaluate media, environment, current affairs, technology, travel and tourism claims with careful source reading.
Exam scope and assessment notes
This is an original online starter sequence, not the full approximately 130 guided learning hours, a complete timed specimen paper, an official Cambridge mark scheme, or a Cambridge grade. All Bahasa Indonesia teaching examples and task answers need review by a qualified Bahasa Indonesia teacher before publication. Writing self-checks are practice guidance, not calibrated marks. Speaking recordings stay in the open page and are not uploaded or scored; a centre teacher/examiner assesses Component 3 and Cambridge externally moderates it.
Before you begin
Work on paper. Try each question before revealing help, and explain why your method works.
Quick readiness check
Which approach best supports this skill?
What you will learn
- Identify evidence and viewpoint in contemporary texts.
- Explain a qualified opinion about an issue.
- Avoid treating an unverified claim as established fact.
Read source and claim separately
The fifth syllabus topic includes media, environment, current affairs, technology, travel and tourism. A text may mix measurements, attributed views and recommendations; label which kind of statement each sentence makes.
Check who is speaking, when a figure was recorded and what comparison is being made. A percentage without a base or time period can be misleading.
Write a qualified response
For a current issue, explain a view with a reason and acknowledge a limitation. Words such as «dapat» (can/may) and «sebagian» (some) help preserve uncertainty when evidence is limited.
Sources for this lesson
Pause and explain
A report says a device «could reduce» energy use. What does «could» tell you?
Worked example
A town report says a new bus route may reduce car use; a survey of 40 residents found that 18 would consider switching. What does the evidence show, and what does it not show?
Show the worked solution
- Identify the survey group and result.
- Keep «may» and «consider» as qualifications.
- Do not convert intention into observed behaviour.
Answer The survey found that 18 of the 40 residents said they would consider switching. It does not show that they actually stopped using cars or represent every resident.
Try a topic test
Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.
Test this topic →From guided practice to a new situation
Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.
A technology article says a school tested solar lamps in two classrooms for one month. What is the scope of this evidence?
Give me a hint
Use the number of rooms and period stated.
Compare my reasoning
- Find the setting.
- Find how many rooms and how long.
- Avoid claiming whole-school impact.
The evidence covers a one-month test in two classrooms. It does not establish whole-school savings or long-term reliability.
Look for these in your work
- States the test scope
- Includes the time period
- Avoids overgeneralising
An article quotes one traveller who found a destination crowded in July. What can you infer about that traveller's experience, and what cannot be concluded about all seasons?
Give me a hint
Keep the report's time and person in view.
Compare my reasoning
- State the reported experience.
- Limit it to July and that traveller.
- Name the missing evidence.
That traveller found the destination crowded in July. This does not show what it is like in other months or for all visitors; a broader seasonal comparison would be needed.
Look for these in your work
- Uses the specific account
- Limits the conclusion
- Names the evidence needed
A school is considering a paper-saving policy. Plan a balanced response that considers environmental aims, access for students without reliable devices and evidence to collect in a trial.
Give me a hint
Address benefit, access and a measurable check.
Compare my reasoning
- State the environmental aim as a possibility.
- Name an access risk.
- Suggest evidence that could guide a decision.
A trial may reduce paper use, but students without reliable devices need an accessible alternative. The school could compare paper use and completion rates while asking students about access before deciding whether to expand it.
Look for these in your work
- Balances the aim with access
- Suggests relevant evidence
- Does not assume the policy will work
Common mistakes
- Treating intention as behaviour
- Ignoring who was surveyed and when
- Making a broad current-affairs claim from one example
What can you explain now?
A report says a device «could reduce» energy use. What does «could» tell you?
Compare with the explanation
The outcome is possible, not guaranteed
Keep the writer's qualification when summarising the claim.
After trying it yourself, choose your next review. This is your self-assessment.
Your review choice appears on Today. Sign in to sync it across devices.
Make it stick
Explain one decision that helps you identify evidence and viewpoint in contemporary texts.
If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.