KELAS BIMBEL Mr.
IDP – UKPPPG PILOTING 2024
DAY 05 SOAL PCK (TO) BAHASA INGGRIS
HP/WA: 0813 7248 7619
SEPTEMBER, 2024
No. 1
Consider the following statement:
1) To help a school principal to improve the quality of the school facilities.
2) To provide opportunities for students to reflect their learning and plan further action
3) To help a teacher to measure students’ achievement in terms of core and basic competencies
4) To let students think about appropriate learning strategies to improve their competence
5) To give comprehensive information of students’ achievement to parents
Which statements characterize ‘assessment as learning’?
A. (2) and (5)
B. (3) and (5)
C. (1) and (3)
D. (2) and (4)
2. What is meant by this: “Assessment in the classroom is assessment for learning.”?
A. Information we get from assessment is used to facilitate students’ further learning.
B. The main objective of assessment is to identify students’ progress learning.
C. Assessment of students’ learning must be comprehensive and conducive.
D. Teaching and assessment are important in language learning.
KELAS BIMBEL Mr. IDP – UKPPPG PILOTING 2024
DAY 05 SOAL PCK (TO) BAHASA INGGRIS
HP/WA: 0813 7248 7619
3. Ms. Wati is preparing a lesson plan on how to use a digital camera for her students. She aims
to select appropriate media that effectively engage students and reinforce the key concepts of
procedural text. She carefully considers the strengths and limitations of each medium to ensure
that it aligns with the learning objectives.
To effectively support the teaching of using a digital camera, Ms. Wati should prioritize utilizing
which of the following media format in her lesson?
A. An instructional video that demonstrates the camera’s functions and features in real-time with
narration or text.
B. A visual flowchart that illustrates the sequence of steps in operating the camera using symbols
and arrows.
C. An interactive online simulation that allows students to practice using the camera in virtual
environment.
D. A written step-by-step manual with clear instructions and numbered paragraphs.
E. An audio recording of a photographer explaining the camera’s setting and techniques in detail.
4. Students in Ms. Wita’s seventh-grade English class are learning about current events, and she
is emphasizing the significance of developing their critical listening and speaking abilities. The
fact thar certain students have difficulty actively listening and participating in meaningful
conversations about news items is something that she has observed. She is interested in doing an
analysis of the elements that may be affecting their capacity to accomplish the learning
objectives in the attitude domain.
Based on the scenario and considering the factors that might influence the students’ ability to
achieve the learning objective in the attitude domains, which of the following statements best
explains the most likely reason for the students’ struggle with critical listening and speaking
skills in relation to news item
A. The students lack prior knowledge about current events and global issues, making it difficult
for them to grasp the content of News Item.
B. The teaching environment is not conducive to open discussion and active participation,
discouraging students from expressing their thoughts and opinions.
C. The teaching materials and activities do not provide opportunities for students to practice
critical listening and speaking skills in a meaningful way.
D. The students’ assessment is primarily focused on factual recall and comprehension, neglecting
the development of critical listening, and speaking skills.
E. The students lack interest in news and current affairs, reducing their motivation to engage in
discussions and activities related to news items.
KELAS BIMBEL Mr. IDP – UKPPPG PILOTING 2024
DAY 05 SOAL PCK (TO) BAHASA INGGRIS
HP/WA: 0813 7248 7619
5. Mr. Agus is planning to assess their students’ critical thinking skills in writing and presenting
descriptive texts. He intends to choose an assessment method that will effectively measure
students’ understanding of the topic and their ability to apply their knowledge to create a well-
structured and engaging presentation.
Which of the following assessment methods would be most appropriate for this purpose?
A. A multiple-choice quiz
B. A short essay
C. An individual oral presentation.
D. A group project
E. A writing portfolio.
6. A teacher designs an evaluation based on indicators and objective learning that has been
determined in the lesson plan. The evaluation is intended to examine the weakness of students
and their causal factors, so the right type of evaluation is chosen by the teacher is ….
A. Formative evaluation
B. Summative evaluation
C. Selective evaluation
D. Diagnostic evaluation
No. 7
Celine Dion was born in Quebec, Canada, March 30, 1968. She is well-known as a Canadian pop
singer. She began her debut as a professional singer in 1981. That time she sang a French song.
Celine released her first English song album in 1990. It made her becoming a very popular singer
during 90s. The very famous song she sang was “My Heart Will Go On”. That was released in
1999 as Titanic movie soundtrack.
Celine got many awards. In 1996, she got “Medals of Arts and Letters” from France Government
as the most wanted singer along the history of France. In 2004, she got Coppard Diamond from
World Music Award as the most wanted singer in the world. In 2007, Sony BMG announced that
Celine Dion’s album was sold out for 200 million of copies.
7. In the text about Celine Dion, the following are true, EXCEPT …
A. Celine’s French song inspired the movie Titanic in 1999
B. According to Sony BMG, Celine’s album sold very well in 2007
C. Celine became a professional singer in 1981
D. Celine became the most wanted singer in 2004
E. Her first English song album appeared in 1990
8. Ms. Yanti, an English teacher, is struggling to engage a diverse class with varying reading
proficiency and interests. She uses materials, such as cooking recipes, DIY (Do It Yourself)
project guides, and instructional manuals, to cater to different skill levels. However, many
students struggle to understand the procedural steps outlined in these texts, leading to confusion
and disengagement.
Interestingly, students who enjoy hands-on activities, such as cooking or building, show more
enthusiasm and better understanding of the texts when they are directly related to their personal
interests. This disparity in engagement and comprehension highlights the need for Ms. Yanti to
tailor the input materials more closely to her students’ individuals’ interests and reading levels to
maximize their learning potential. She plans to explore follow-up activities to better align the
input materials with her students’ diverse interests and reading abilities, ensuring a more
inclusive and effective learning environment.
Given the diverse characteristics of her students and their varied interests, what follow-up
activities should Ms. Yanti implement to better match the input with her students’ needs?
A. Increasing the length and complexity of the procedural texts to challenge advanced students.
B. Assigning additional grammar exercises to improve overall reading comprehensions.
C. Conducting a survey to identify students’ interests and selecting aligned procedural texts.
D. Scheduling more frequent tests to assess students’ understanding of procedural texts.
E. Introducing fictional stories with procedural elements to diversify the reading material.
9. To have a comprehensive assessment of students’ competence in writing a hortatory text,
Teachers need to take account students’ use of ….
A. issue, explanation, and recommendation
B. Claim, reasons, refutation, and recommendation
C. Main issue, refutation, and suggestion
D. Claim, discussion, and conclusion
10. As a food label is often nothing more than an advert to tempt you to buy the product you
should pay particular attention to the choice of words “flavor”, as this may mean that the product
contains … chocolate flavor topping, for example, will not contain chocolate, so read carefully.
The underlined “you should pay particular attention to” can be rephrased as …
A. You ought to understand
B. You can particularly comprehend
C. You have to notice
D. you can understand
E. you must read
11. The followings are some activities in the classroom which its purpose is to enable students to
write a descriptive text of a historical place using tenses suggested correctly.
1. Students collect information from their parents and friends about historical places in their
town.
2. Students choose a historical place to be described
3. Students collect information about the historical place from internet
4. Students draft their writing based on the generic structure of descriptive text.
5. Students develop their writing into full draft and write it on google doc.
6. Students do peer-review by visiting their document and comment on their writing
7. Students print their final writing and submit it to their teacher.
Activities that represent the implementation of TPACK in Project based Learning are shown on
number …
A. 1, 2, and 4
B. 2, 5, and 6
C. 2, 5, and 7
D. 3, 4, and 6
E. 3, 5, and 6
12. After a long period of silence, the frightened old man came in with guilty look.
The antonym of the underline word is ….
A. Obedient
B. Powerful
C. Doubtless
D. Rigid
E. Brave
13. In Problem Based Learning, teacher may encourage student to collect the appropriate
information from, journal, You Tube, and other online sources to get clarification problem
solving.
The activity belongs to the phase of …
A. analyze and evaluate the problem-solving process
B. develop and present the work
C. guiding individual and group investigation
D. organizing leaners to learn
E. orientation of learners to problems
14. Please notice the following text
14. The function of the text is ….
A. to offer the readers more tour packages
B. To tell the readers to contact the hotline
C. To tell the readers about the price of the tour
D. To explain about how to go to Bandung
E. To invite the readers to join a tour
No. 15
15. The text above is coherent/ berkaitan/ sejalan because of …
A. Command and prohibition in it
B. A marked text box around it
C. Different font color
D. a title on top of it
E. repeated words in each number
KUNCI JAWABAN DAN PEMBAHASAN EXERCISE 05
1. D. (2) and (4)
assessment as learning melibatkan peserta didik secara aktif dalam kegiatan penilaian tersebut. Peserta
didik diberi pengalaman untuk belajar menjadi penilai bagi dirinya sendiri.
Penilaian diri (self assessment) dan penilaian antar teman merupakan contoh assessment as learning.
SISWA SEBAGAI ASSESSOR
2. B. The main objective of assessment is to identify students’ progress learning.
Assessment for learning dilakukan selama proses pembelajaran berlangsung dan biasanya digunakan
sebagai dasar untuk melakukan perbaikan proses belajar mengajar. Dengan assessment for learning
pendidik dapat memberikan umpan balik terhadap proses belajar peserta didik, memantau kemajuan, dan
menentukan kemajuan belajarnya.
GURU SEBAGAI ASSESSOR
3. C. An interactive online simulation that allows students to practice using the camera in virtual
environment.
Kata Kunci pada soal:
how to use a digital camera, to ensure that it aligns with the learning objectives,
effectively engage students and reinforce the key concepts of procedural text.
4. E. The students lack interest in news and current affairs, reducing their motivation to engage in
discussions and activities related to news items..
Kata Kunci pada soal:
The fact thar certain students have difficulty actively listening and participating in meaningful
conversations about news items is something that she has observed.
critical listening and speaking skills in relation to news item
5. B. A short essay
Kata kunci:
- writing and presenting descriptive texts
-will effectively measure students’ understanding of the topic and their ability to apply their knowledge to
create a well-structured and engaging presentation..
6. D. Diagnostic evaluation
Kata kunci pada soal adalah : to examine the weakness of students and their causal factors,
Sedangkan formative evaluation evaluasi yang digunakan untuk menentukan hasil dan kemajuan belajar
siswa.
7. A. Celine’s French song inspired the movie Titanic in 1999
Perhatikan kata EXCEPT, option A, Hal ini tidak ada tertulis di text.
8. C. Conducting a survey to identify students’ interests and selecting aligned procedural texts.
Kata Kunci pada soal:
1. varying proficiency and interests in reading.
2.many students struggle to understand the procedural steps outlined in these texts,
3. activities can make better match the input materials with her students' diverse interests and reading
abilities.
9. A. issue, explanation, and recommendation
Generic Structure of Hortatory Exposition
1. Thesis : Statement or announcement of issue concern
/ Pernyataan atau pengumuman masalah masalah
2. Arguments : Reasons for concern that will lead to recommendation (Alasan kekhawatiran
yang akan mengarah pada rekomendasi)
3. Recommendation : Statement of what should or should not happen or be done based on the
given arguments.
10. C. You have to notice
You have to notice = you should pay particular attention to
11. E. 3, 5, and 6
Kata Kunci pada soal : activities in the classroom, descriptive text, TPACK, Project based Learning.
1 salah karena ada kata PARENTS
Project based learning (PjBL) adalah model pembelajaran yang menjadikan peserta didik sebagai subjek
atau pusat pembelajaran, menitikberatkan proses belajar yang memiliki hasil akhir berupa produk.
Artinya, peserta didik diberi kebebasan untuk menentukan aktivitas belajarnya sendiri, mengerjakan
proyek pembelajaran secara KOLABORATIF sampai diperoleh hasil berupa suatu produk. Itulah
mengapa kesuksesan pembelajaran ini sangat dipengaruhi oleh keaktifan peserta didik..
12. E. Brave
A. Obedient ; Patuh
B. Powerful : Kuat
C. Doubtless : Tidak Diragukan
D.Rigid : Kaku
E. Brave : berani adalah lawab kata dari frightened = takut, ketakutan
13. C. guiding individual and group investigation
Langkah ke-3 dari Model Problem Based Learning (PBL
Langkah-langkah Model Problem Based Learning (PBL)
1) Orientasi peserta didik pada masalah;
Guru menyampaikan masalah yang akan dipecahkan secara kelompok.
Kelompok/siswa mengamati dan memahami masalah yang disampaikan guru atau yang diperoleh dari
bahan bacaan yang disarankan.
2) Mengorganisasikan peserta didik untuk belajar;
Guru memastikan setiap anggota memahami tugas masing-masing.
Peserta didik berdiskusi dan membagi tugas untuk mencari data/ bahan-bahan/ alat yang diperlukan untuk
menyelesaikan masalah.
3) Membimbing penyelidikan individu maupun kelompok;
Guru memantau keterlibatan peserta didik dalam pengumpulan data/ bahan selama proses penyelidikan.
Peserta didik melakukan penyelidikan (mencari data/ referensi/ sumber) untuk bahan diskusi
kelompok.
4) Mengembangkan dan menyajikan hasil karya;
Guru memantau diskusi dan membimbing pembuatan laporan sehingga karya setiap kelompok siap untuk
dipresentasikan.
Kelompok melakukan diskusi untuk menghasil-kan solusi/ alternatif pemecahan masalah dan hasilnya
dipresentasikan/disajikan dalam bentuk karya.
5) Menganalisis dan mengevaluasi proses pemecahan masalah.
Guru membimbing presentasi dan mendorong kelompok memberikan penghargaan serta masukan kepada
kelompok lain. Guru bersama peserta didik menyimpulkan materi.
Setiap kelompok melakukan presentasi, kelompok yang lain memberikan apresiasi. Kegiatan dilanjutkan
dengan merangkum/ membuat kesimpulan sesuai dengan masukan yang diperoleh dari kelompok lain..
14. E. To invite the readers to join a tour
Tujuan Advertisement Text adalah untuk mengajak, membujuk, mempengaruhi orang lain menggunakan
produk atau jasa yang ditawarkan. To invite synonymous dengan to persuade, to attract.
Topik dari sebuah advertisement ditulis dengan huruf paling besar.
15. A. Command and prohibition in it
Perintah/ aturan dan larangan di dalamnya.
Coherent / Koherensi menurut ilmu linguistik merupakan kepaduan antarsatuan lingual dalam teks atau
tuturan. Koherensi juga berarti sebuah hubungan semantis antarkalimat atau antarbagian sebuah wacana,
yang keberadaannya berfungsi untuk menciptakan kepaduan antarbagian dalam teks atau tuturan.
Tipe Gaya Belajar
Tipe Visual
Gaya belajar visual membuat anak mampu menyerap informasi terkait dengan menggunakan visual atau
gambar, bisa juga warna, peta, diagram dan lain sebagainya. Yang pada intinya informasi itu dilihat
menggunakan mata, gaya belajar ini menekankan bukti-bukti konkret harus diperlihatkan dahulu agar
paham.
Gaya belajar ini sangat mengandalkan penglihatan, karena memang si anak perlu melihat dulu buktinya
kemudian mempercayai apa yang tengah dipelajari. Melihat informasi dengan visual memang lebih
menarik, tak hanya bagi anak tetapi juga orang dewasa.
Tipe Auditori
Merupakan tipe belajar dengan cara mendengar, memberi penekanan pada segala jenis bunyi dan kata
yang tercipta, diciptakan maupun diingat. Tipe auditori adalah seseorang lebih cepat menyerap informasi
melalui apa yang didengarkan, termasuk penjelasan tertulis akan lebih mudah diserap melalui
pendengaran.
Tipe Kinestetik
Gaya belajar ini menuntut seseorang untuk melibatkan gerakan ketika sedang mempelajari sesuatu atau
belajar sesuatu. Pada umumnya tipe pembelajaran ini membuat seseorang merasa lebih mudah dalam
belajar dari sekadar membaca buku, namun saat itu juga mempraktikannya. Melakukan atau menyentuh
objek yang dipelajari akan memberi seseorang itu pengalaman.
Orang dengan tipe belajar seperti ini sangat mudah dikenali, karena pada umumnya mereka tidak akan
betah berdiam terlalu lama di dalam kelas. Gaya belajar kinestetik adalah membuat seseorang melakukan
hal-hal dengan menggunakan tubuh mereka, seperti ketika mengingat sesuatu.
