MEMAHAMI SOAL UJIAN NASIONAL BAHASA INGGRIS UNTUK SMK

LISTENING SECTION terdiri atas empat bagian, yaitu:

Part I               : Pictures

Part II              : Question and Responses

Part III                        : Short Conversation

Part IV                        : Short Talks

READING SECTION terdiri atas tiga bagian, yaitu:

Part V              : Incomplete Sentences

Part VI                        : Error Recognition

Part VII           : Reading Comprehension

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Part I

Pictures/ Photograph

•         Types of Statements in Pictures

–        Characteristics:

•         The statements are often in the present continuous

•         The statements often use pronouns instead of names

•         The statements are brief, rarely more than 6 words

•         Contractions are often used

•         The definite article the is often used.

•         Test Focus

–        Looking for the main idea

•         Main idea describes what is happening

•         Present Continuous and Simple Present frequently used

•         Authentic material (pictures from newspaper, magazine, photographs) is preferred

–        Distinguishing similar sounds

•         Words that sound similar at the beginning

–        Personal                                   personnel

–        Magnet                                    magnate

–        Respectively                            respectfully

–        Than                                        then

–        Devise                                     device

•         Words that sound similar at the end

–        Hand               brand

–        Cab                  tab

–        Large               charge

–        Pay                  say

–        Place                pace

•         Words that sound similar when combined with other words

–        (They are)                    They’re            their

–        (He will)                      He’ll                hill

–        (We will)                     we’ll                wheel

–        Making assumptions

•         An assumption what might happen next moment

•         The action is not seen but can be guessed from the pictures

•         Various structures that show future time might are used

•         Structure for the future tense:

–        The auxiliary will + the base form of verb

–        The verb be going to

–        The phrase be about to

–        To infinitive 

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Part II

Question Response

•         To select the best response to a question

•         Types of questions:

–        Wh- questions

–        Yes / No Questions

•         Test Focus

–        Distinguishing Wh- questions and Yes/No Question

–        The response to Yes/No question is not always yes or no, but “no idea”, “not sure”.

•         Identifying homophone

–        Homophones: words that sound alike, but different meaning and spelling

–        Distinguished not by pronunciation but by meaning in a context

•         Ad (advertisement) and Add

•         Did you see the ad in today’s paper?

•         Did you add these numbers correctly?

•         Board (leaders of a firm) and Bored (uninterested)

•         The board is meeting in the conference room

•         Everyone got bored at the meeting

•         Recognizing Negative Meaning

–        Negation: making meaning of a statement negative

•         Not      not all              never               nor                   not at all

•         No       neither             not ever           nobody            no one

Part III

Short Conversation

•         Conversation: A          B         A

•         Types of Questions:

–        The questions are often very short

•         Who is talking?

•         Where are they?

–        The questions often ask for information

•         When is the man’s vacation?

•         What does the client want?

–        The questions are often in simple past, simple present or present continuous

•         Where are they going?

•         Why did he leave the office earlier?

•         Test Focus

–        Listening for the main idea    

•         What are the speakers planning to do?

•         Where are the speakers?

•         Why did they move the vase?

–        Understanding Wh- questions

•         Mr Domingos left a message to the secretary

•         Who left the message

•         We should discuss the latest sales report

•         What did they have to discuss?

•         Test Focus

–        Understanding modal verbs

•         A Modal can express necessity, ability, possibility, obligation, conclusion, or intention.

–        Can, could:      ability, permission, possibility

–        Will, would:    intention

–        Should:                        obligation, intention

–        Must:               obligation, necessity, conclusion

–        May, might:     possibility, permission

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Part IV

Short Talk

•         A Short Talk is a monologue, and followed by two to three questions 

•         Types of questions:

–        General questions

•         Who is speaking?

•         Where is the talk being given?

•         What is the discussion all about?

–        Specific questions

•         How long will it take to Jakarta from Bandung by bus?

–        Inference questions:

•         What will happen next?

•         How much do you have to pay if you buy 2 kilos of sugar?

•         Understanding the whole context is very important to answer questions about main idea/general questions

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Part V

Incomplete Dialogue

•         Test about grammar and vocabulary in the form of dialogue

•         Test focus:

–        Understanding affixes (prefixes and suffixes)

–        Recognizing time maker

–        Understanding the passive voice

–        Identifying the correct prepositions

–        Using relative pronouns

–        Synonyms and antonyms

–        Subject and verb agreement

–        Pronouns

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Part VI

Error Recognition

•         To identify an error from the four parts underlined and marked with A, B, C and D

•         Focus on:

–        Recognizing subject and verb agreement

–        Using the correct verb tense

–        Maintaining correct adjective placement

–        Recognizing compound and complex sentences

–        Identifying pronouns

–        Understanding conjunctions

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Part VII

Reading Comprehension

•         Kinds of passages:

–        Advertisements                      

–        Articles

–        Time table

–        Charts/graphs

–        Calendar

–        Forms

–        Invoice

–        Business / Travel documents

–        Letters

–        Fax

–        Memos

•         Types of questions:

–        General / main idea questions

•         The article agrees that …..

•         The author believes that….

–        Detail questions:

•         What, who, when, where, how many, how much…

–        Inference questions:

•         What does the author imply?

•         What do you think…?

–        Purpose questions:

•         Why was the letter written?

•         What is the purpose of the memo?

The Effect of Problem Based Learning Model and Authentic Assessment upon English Writing Skill viewed from Creativity of Students of SMKN 1 Singaraja

ABSTRAK

Pharhyuna A.M, Kadek Agus Jaya. 2010. Pengaruh Model Belajar Berbasis Masalah dan Asesmen Otentik Terhadap Keterampilan Menulis Berbahasa Inggris Ditinjau Dari Kreativitas Siswa SMK Negeri 1 Singaraja. Tesis, Program Studi Penelitian dan Evaluasi Pendidikan, Program Pasca Sarjana Universitas Pendidikan Ganesha Singaraja.

Pembimbing : 1. Prof. Dr. Anak Agung Istri Ngurah Marhaeni, M.A.

                        2. Prof. Dr. Gede Anggan Suhandana

Kata-kata kunci : model belajar berbasis masalah, asesmen otentik, keterampilan menulis, dan kreativitas siswa.

            Tujuan utama dari penelitian ini adalah untuk mengetahui pengaruh model pembelajaran berbasis masalah dan asesmen otentik terhadap keterampilan menulis surat bisnis berbahasa Inggris ditinjau dari kreativitas siswa.

            Penelitian ini merupakan eksperimen semu dengan menggunakan rancangan posttest only control group design dengan melibatkan sampel sebanyak 86 orang siswa pada kelas XII SMKN 1 Singaraja. Sampel penelitian diambil dengan menggunakan teknik random sampling. Instrumen penelitian yang digunakan untuk mengumpulkan data adalah tes keterampilan menulis surat berbahasa Inggris dan kuesioner kreativitas. Data yang diperoleh dianalisis dengan menggunakan analisis varian satu jalur (anava) dan analisis kovarian (anakova) satu jalur.

            Hasil analisis data adalah sebagai berikut. Pertama, model pembelajaran berbasis masalah dan asesmen otentik berpengaruh positif terhadap keterampilan menulis siswa, dalam arti bahwa model pembelajaran dan asesmen tersebut menyebabkan keterampilan menulis siswa lebih tinggi dibandingkan dengan siswa yang mengikuti pembelajaran langsung dan asesmen konvensional (F hitung =76,12 pada taraf signifikansi α = 0,05). Kedua, model pembelajaran berbasis masalah dan asesmen otentik tetap berpengaruh positif terhadap keterampilan menulis siswa walaupun telah diadakan pengendalian terhadap kreativitas siswa (F hitung = 77,218 pada taraf signifikansi α = 0,05). Ketiga, kreativitas berkontribusi positif terhadap keterampilan menulis berbahasa Inggris siswa (r = 0,985; koefisien determinasi = 96,95%).

Hasil penelitian ini memberikan indikasi bahwa model pembelajaran berbasis masalah dan asesmen otentik mampu meningkatkan keterampilan menulis berbahasa Inggris siswa. Pembelajaran yang didasari oleh permasalahan kehidupan nyata dan dievaluasi dengan konteks dunia nyata membuat siswa menjadi lebih leluasa dalam berkreativitas.

Berdasarkan hasil penelitian ini dianjurkan kepada guru-guru Bahasa Inggris untuk menggunakan model pembelajaran berbasis masalah dan asesmen otentik dalam pembelajaran Bahasa Inggris di kelas pada materi-materi yang sesuai.

ABSTRACT

Pharhyuna A.M, Kadek Agus Jaya. 2010. The Effect of Problem Based Learning Model and Authentic Assessment upon English Writing Skill viewed from Creativity of Students of SMKN 1 Singaraja. Thesis. Study Program of Educational Research and Evaluation, Post Graduate Program, The  University of Pendidikan Ganesha.

Supervisors   : 1. Prof. Dr. Anak Agung Istri Ngurah Marhaeni, M.A.

                        2. Prof. Dr. Gede Anggan Suhandana

Key Terms    : problem-based learning model, authentic assessment, writing skill, creativity.

            The main objective of the present study is to investigate the effect of problem based learning model and authentic assessment upon students’ writing skill on business letter viewed from student’s creativity.

            This study is a quasi experimental study using the posttest-only control group design involving 86 of twelfth grade students altogether selected using a random sampling technique. The instruments used to gather data were English writing test and creativity questionnaire. The obtained data were analyzed using one way analysis of variance (anova) and one way analysis of covariance (anacova) to test the hypothesis.

The overall statistical analysis shows the following results. Firstly, the effect of problem based learning model and authentic assessment was positive upon students’ writing skill, in the sense that it could improve students’ skill in writing in comparison to that of direct instruction and conventional assessment (F with its computed values equals to 76.12 and significant at α = 0.05). Secondly, the effect of problem based learning model and authentic assessment was also positive upon students’ writing skill eventhough their creativity was not taken into account (F test with its computed value equals to 77.218 and significant at α = 0.05). Thirdly, the creativity contributed positively upon student’s writing skill (r = 0.985; determination coefficient = 96.95%).

The above findings indicate that problem based learning model and authentic assessment are able to improve students skill in English writing letter. The learning that is based on real problems and assessed by contextual problems made the students felt free to develop their creativity.

Based on the above findings, English teachers are encouraged to use problem based learning model and authentic assessment approach on English content.