APPLIED LINGUISTICS
Task
“Conversation”
(Dialogue Script).
Lecturer :
Nadif Ulfia, S. Pd., M. Ed.
Nadif Ulfia, S. Pd., M. Ed.
Complied By :
MUHAMMAD MUKHTAR
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.
Nadif Ulfia, S. Pd., M. Ed.
Complied By :
MUHAMMAD MUKHTAR
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
|
|
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.
|
||||||||||||||||
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 !
|
|||||||||||||
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!
|
|||||||||||||
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:
Maksudnya apa????? Saya Denda main Copas saja.
thank for ur information
Posting Komentar