Kamis, 10 Mei 2012

CONTOH FORMAT KISI-KISI

APPLIED LINGUISTICS


Task

“Conversation”
   
 (Dialogue Script).

Lecturer : 
Nadif Ulfia, S. Pd., M. Ed.
Complied By : 
MUHAMMAD MUKHTAR
NIM : 07123369




PROGRAM BAHASA INGGRIS
IKIP PGRI BOJONEGORO
2010
          Ms. Lee describes her brother to the private investigator, Mr. Barbour

            W        : “Can you help me?”
            M         : “Well, I’ll try. Now tell me about your brother Ms.Lee. Hhh.. How old is he?”
            W        : “He’s twenty-three.”
            M         : “Well that would make him your younger brother. What’s his name?”
            W        : “David.”
            M         : “Hmm... And what does he do?”
            W        : “He’s a student. Or – he was a student. I don’t know where he is.”
            M         : “Hmm.. How tall is he?”
            W        : “About a hundred and seventy-five centimetres.”
            M         : “Hmm... And does he speak English?”
            W        : “Yes. He speaks English and Chinese. Mr. Barbour – can you find him?”
            M         : “I’ll certainly try. Now, tell me a little about yourself Miss Lee. Where are you from?”
            W        : “I come from Singapore. I’m Singaporean.”
            M         : “Right, and how old are you?”
            W        : “I’m twenty-five.”
            M         : “What do you do?”
            W        : “I import wine. I’m a businesswoman. I work in my family’s business.”
            M         : “And are you married?”
            W        : “No, I’m single.”
            M         : “And... er ... do you have a boyfriend?”
            W        : “Pardon?.”
            M         : “Oh sorry. We private investigators are naturally curious bunch. Ms. Lee, parhaps you’d better
                           tell the whole story?”
            W        :”It all started two years ago...”


Based on the conversation (dialoque script) we can classified the utterance into Language Teaching or Applied Linguistic, such as:

1.         W        : “Can you help me?” ( language teaching) offering help.
2.         M         :  How old is he?”       (language teaching) asking for information.
3.         M         :  What’s his name?”: (language teaching) asking for information.
4.         M         :  “Hmm... And what does he do?” (linguistic) interpersonal.
5.         M         :  “Hmm.. How tall is he?”  ( language teaching) asking about appereance.
6.         M         :  “Hmm... And does he speak English?”  ( language teaching) asking about ability.
7.         M         :  Where are you from?” (language teaching) asking for information.
8.         M         : “Right, and how old are you?” (linguistic) interpersonal.
9.         M         : “What do you do?”  (linguistic) interpersonal.
10.       M         : “And are you married?”  (linguistic) interpersonal.
11.       M         : : “And... er ... do you have a boyfriend?”  (linguistic) pragmatics.


EVALUATION ON ENGLISH EDUCATION




Lecturer :
Nadif Ulfia, S. Pd., M. Ed.


PGRI NEW




                                                                         







Complied By : 
MUHAMMAD MUKHTAR
NIM : 07123369










PROGRAM BAHASA INGGRIS
IKIP PGRI BOJONEGORO
2010




Introduction


An Educational Testing Service manual (1984) on classroom assessment directs teachers toward multiple-choice and short-answer questions, and a way from essays and other methods requiring subjective judgment. Goodlad (1984, pp.207 ff.) found much testing and little writing, on the positive side, “redirection of assessment” is being called for in some quarters we will pick up where Johnston left off. Suggesting a stronger role for teacher based classroom assessment of student performance in reading and writing and exploring concepts and research relevant to that theme. The tension between external mandated test and internally generated assessment for informing policy decisions outside the classroom (Calfee, 1988; Calfee and Hiebart, 1988; Hiebert and Calfee, 1989). For the teacher, the key issues are :

-          Validity (Does assessment match what I have taught and the way I have taught it?)
-          Suitability (Do the methods fit my purposes ?)
-          Availability (Will the information be there when I need it?)

For the administrator and policy maker, the important facets are :
-          Reliability (Does the evidence have scientific backing?)
-          Efficiency (How cheaply can we get it?)
-          Aggregability  (Can  the information be reduced to a few numbers?)

External texts fall into two categories :
-          Norma referenced text (NRTs)
-          Criterion-referenced test (CRTs)

NRTs student performance is reduced to a few summative indices usually statistical derivations of basic measures like percent correct.
CRTs appeared as an alternative to measure mastery of specific objectives against an absolute performance level. Though different form NRTs in purpose and use, they are similar in formal and content.





Curriculum, Instruction, and Assessment are the essential core of education.
-          Curriculum includes disciplinary concepts and methods ( e.g. reading and writing, mathematics, social studies, science, and the arts).
-          Curriculum may be represented by frameworks and materials, but its essence comprises a set of ideas.
-          Instruction includes the pedagogical strategies for guiding student learning : direct instruction, small group discussion, individual support, and so on.
-          Assessment entails the collection and evaluation of evidence about student learning.
Test is a part of the process, but so is the monitoring by which the teacher adjusts instruction to student needs.
Curriculum is the driving force, hence our need to begin with a portrayal of the domain of literacy.


Purpose

The ultimate aim of assessment activities in the internal model is to guide instruction so that all students achieve high level of critical literacy. Assessment at the classroom level has both summative and formative elements. This is, the teacher must keep in mind the ultimate goals for the year, but equally important are the day-to-day and even moment-to-moment events. Success on a given task is not simply a sign of mastery but must be joined to larger curricular goals. Momentary failure challenges the teacher to consider changes in the situation that reveal the causes of a problem, and to guide the student toward success.
Continual reflection on students’ performance is the pivotal properly of internal assessment that sets it apart from external assessment, and it is for this reason that we speak of this approach as applied research . As such, it demands an inquiring mind.
The teacher is in a unique position to apply the experimental method. When the connection between assessment and instruction is close, then initial observations lead to intervention, followed by the next round of observation. In this situation, the purpose of assessment is not only to determine student performance, but equally to guide the teachers’ instructional decisions.









FORMAT KISI-KISI PENULISAN SOAL

Jenis sekolah     :  MA MUSTHOFAWIYAH NGURUAN              Jumlah soal          :50 Butir  soal
Mata pelajaran  :  BAHASA INGGRIS                                    Bentuk soal/tes     :Pilihan Ganda
Kurikulum         :  K T S P                                                  Penyusun              :Muhammad Mukhtar       
Alokasi waktu    :  2 X 45 MENIT                                         Kelas/semester    :X / 2               
                             
No.
Standar Kompetensi
Kompetensi Dasar
Materi
pokok
Indikator soal
Nomor soal


1.





Mengungkapkan makna dalam teks percakapan transaksional resmi secara, lancar, dan berterima dalam konteks kehidupan sehari-hari  dan mengakses ilmu pengetahuan populer.


Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)  resmi dan tak resmi dalam ragam lisan secara akurat, lancar dan berterima.


Wacana mengenai Giving Compliments







































  • Diberikan suatu wacana yang berkaitan dengan sosiokultural, siswa dapat menentukan ungkapan complient yang ada dalam suatu wacana

  • Siswa dapat melengkapi suatu dialog dengan menggunakan ungkapan compliments dengan baik dan benar

  • Siswa dapat menggunakan ungkapan compliment dengan tepat dengan cara memilih alternatif ungkapan yang tersedia.













1








2







3









KARTU SOAL

Jenis Sekolah         :  MA MUSTHOFAWIYAH NGURUAN    Penyusun        : Muhammad Mukhtar
Mata Pelajaran       : BAHASA INGGRIS                                                 
Bahan Kls/Smt       : COMPLIMENTS/X/2                                              
Bentuk Soal            : PILIHAN GANDA                            Tahun Ajaran  : 2010 - 2011
Aspek yang diukur  : PEMAHAMAN





KOMPETENSI  DASAR

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)  resmi dan tak resmi dalam ragam lisan secara akurat, lancar dan berterima.


BUKU SUMBER: LOOK AHEAD X . HALAMAN  133




Teacher    : Good morning John. How are
                  you doing ?
John         : I’m fine thank you, Sir. How
                   about you ?
Teacher    : Very well, thank you.
John          : How is my composition that I
                    made yesterday, Sir ?
Teacher     : You’ve done a great job. Your
                    composition is the best one
                    among the others.
John          :  Thank you very much. It’s nice
                     of you to say so.
Teacher     : Sorry, I have to go now. Good
                    bye see you around.
John          : Good bye sir, see you again.




MATERI
Wacana mengenai Giving Compliments







NO SOAL: 1




Which sentence that showing a compliments in the text above ?
A.   You’ve done great job.
B.   Very well thank you.
  1. I’m fine thank you.
  2. Thank you very much.
  3. Sorry I have to go now.





INDIKATOR SOAL

Diberikan suatu wacana yang berkaitan dengan sosiokultural, siswa dapat menentukan ungkapan complient yang ada dalam suatu wacana





KETERANGAN SOAL



NO
DIGUNAKAN UNTUK
TANGGAL
JUMLAH SISWA
TK
DP
PROPORSI PEMILIH ASPEK
KET.









A
B
C
D
E
OMT




1
Ulangan semester 2
-
35





























FORMAT PEDOMAN PENSKORAN

NO
SOAL
KUNCI/KRITERIA JAWABAN
SKOR

1


A

0,2

Bentuk soalnya terdiri dari: (1) dasar pertanyaan/stimulus bila ada/diperlukan,
  (2) pertanyaan, dan
  (3) pedoman penskoran.


KARTU SOAL

Jenis Sekolah         :  MA MUSTHOFAWIYAH NGURUAN    Penyusun        : Muhammad Mukhtar
Mata Pelajaran       : BAHASA INGGRIS                                                 
Bahan Kls/Smt       : COMPLIMENTS/X/2                                              
Bentuk Soal            : PILIHAN GANDA                            Tahun Ajaran  : 2010 - 2011
Aspek yang diukur  : PEMAHAMAN



KOMPETENSI  DASAR

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)  resmi dan tak resmi dalam ragam lisan secara akurat, lancar dan berterima.


BUKU SUMBER: LOOK AHEAD X . HALAMAN  133

You   : Hi, Sari! How are things ?
Sari   : Fine, and you ?
You   : I’m feeling great today. How was
           your weekend at the beach ?
Sari   : Terrific! We had a lovely time
           there. You should go there.
You   : Really ? Hey, ………………………………
           blouse you are wearing. It
           matches your skirt.
Sari   : Thanks. My mother gave it to me
            on my birthday.


MATERI
Wacana mengenai Giving Compliments





NO SOAL: 2


Which expression is suitable to complete the dialogue above !
  1. What a nice of you.
  2. What a beautiful.
  3. What wonderful you are.
  4. What a nice place.
  5. What a wonderful voice.


INDIKATOR SOAL

Siswa dapat melengkapi suatu dialog dengan menggunakan ungkapan compliments dengan baik dan benar





KETERANGAN SOAL

NO
DIGUNAKAN UNTUK
TANGGAL
JUMLAH SISWA
TK
DP
PROPORSI PEMILIH ASPEK
KET.







A
B
C
D
E
OMT


1
Ulangan semester 2
-
35











FORMAT PEDOMAN PENSKORAN

NO
SOAL
KUNCI/KRITERIA JAWABAN
SKOR

2




B

0,2

Bentuk soalnya terdiri dari: (1) Dasar pertanyaan/stimulus bila ada/diperlukan,
   (2) Pertanyaan, dan
                                         (3) Pedoman penskoran.


KARTU SOAL

Jenis Sekolah         :  MA MUSTHOFAWIYAH NGURUAN    Penyusun        : Muhammad Mukhtar
Mata Pelajaran       : BAHASA INGGRIS                                                 
Bahan Kls/Smt       : COMPLIMENTS/X/2                                              
Bentuk Soal            : PILIHAN GANDA                            Tahun Ajaran  : 2010 - 2011
Aspek yang diukur  : PEMAHAMAN



KOMPETENSI  DASAR

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)  resmi dan tak resmi dalam ragam lisan secara akurat, lancar dan berterima.


BUKU SUMBER: LOOK AHEAD X . HALAMAN  133


A : ………………………………………….. garden you have!

B : Thank you. I like gardening very much and I spend a lot of
      time looking after it.


MATERI
Wacana mengenai Giving Compliments





NO SOAL: 3


Which expression is suitable to complete the dialogue above!

  1. What a nice.
  2. What a wonderful.
  3. What a beautiful.
  4. What a good.
  5. What a terrific.

INDIKATOR SOAL

Siswa dapat menggunakan ungkapan compliment dengan tepat dengan cara memilih alternatif ungkapan yang tersedia.







KETERANGAN SOAL

NO
DIGUNAKAN UNTUK
TANGGAL
JUMLAH SISWA
TK
DP
PROPORSI PEMILIH ASPEK
KET.







A
B
C
D
E
OMT


1
Ulangan semester 2
-
35











FORMAT PEDOMAN PENSKORAN

NO
SOAL
KUNCI/KRITERIA JAWABAN
SKOR

3


C

0,2

Bentuk soalnya terdiri dari: (1) Dasar pertanyaan/stimulus bila ada/diperlukan,
   (2) Pertanyaan, dan
                                         (3) Pedoman penskoran.



                                                         

2 komentar:

Muhammad Mukhtar mengatakan...

Maksudnya apa????? Saya Denda main Copas saja.

bunda zhi mengatakan...

thank for ur information

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