KELAS BIMBEL Mr.

IDP – UKPPPG PILOTING 2024 – TAHAP 3f

SOAL DAY 04 PCK BAHASA INGGRIS
HKUHP/WA: 0813 7248 7619

Tips Belajar Mr. IDP

1. Reading Practice
2. Building Vocabularies/ Membuat Catatan
3. Reviewing/ Pengulangan, pelajari kembali.
4. Asking, menanyakan yang belum paham.
5. Learning every day.

TIPS MENJAWAB SOAL - Mr. IDP Class:

1. Baca Kalimat Terakhir sebelum opsi jawaban. Pahami apa yang ditanya
2. Perhatikan konteksnya/ Kata/frasa Kunci
Dihubungakan dengan narasi soal
3. Opsi Jawaban harus berhubungan dengan konteks soal
4. Penyelesaian permasalahan (solutif)
5. Tips eliminasi opsi jawaban yang kita yakini salah
6. Perhatikan kata-kata bersinonim
7. Time Management

1. Ms. Citra teaches a class that includes several students with visual impairments. She
aims to develop their listening and speaking skills through recount texts. To
accommodate these students, she considers various approaches such as audio recordings
of texts, tactile graphics, and voice-assisted technologies. Her goal is to ensure all
students can engage meaningfully with recount texts.
Which combination of approaches would be most effective for Ms. Citra to organize
recount text learning for her students with visual impairments?
Click on the correct statements. There can be more than one correct statement.

A. Use audio recordings of recount texts.

B. Provide printed copies of recount texts in large font.
C. Integrate tactile graphics to represent key events in the texts.
D. Employ voice-assisted technologies for navigating and interacting with texts.
E. Use standard text-based assignments without modifications.

2. An English teacher in Papua is planning to develop a lesson plan on short functional

texts, incorporating both reading and viewing activities. She is committed to creating an
inclusive learning environment that caters to the diverse needs and abilities of all
students. To ensure that the lesson is effective and engaging for all students, she needs to
consider the characteristics of the learners and design the lesson accordingly.
Which of the following approaches would be most appropriate for designing a short
functional text reading and viewing lesson that promotes an inclusive learning
environment for all students?
Click on the correct statements for the situation above. There can be more than one
correct statement.

A. Provide a single, unmodified text for all students to read and view.
B. Offer a variety of reading and viewing materials that represent different cultures,
perspectives, and abilities.
C. Implement a traditional instructional approach that assumes all students learn in the
same way.
D. Assess students solely based on their ability to comprehend the literal meaning of the
short functional texts
E. Incorporate Universal Design for Learning (UDL) principles to create accessible and
engaging learning experiences for all students.

3. Mrs. Lani is committed to creating an inclusive learning environment in her recount

text listening and speaking class. She recognizes the need to structure her lessons and
activities to accommodate the diverse learning needs of her students, including those with
learning disabilities, language barriers, and cultural differences. To effectively organize
recount text instruction for an inclusive learning environment, which of the following
approaches should she prioritize?

A. Implement a rigid lesson plan with a fixed pace and limited flexibility.
B. Utilize a variety of assessment methods to gauge student understanding and identify
areas for support.
C. Provide students with opportunities to share their personal recount experiences,
fostering cultural understanding and empathy.
D. Employ differentiated instructional strategies, such as scaffolding, visuals, and
manipulatives, to cater to students with diverse learning needs.
E. Rely heavily on teacher-led instruction and direct explanations, limiting student
engagement and active participation.

4. Ms. Lia teaches a class of high school students with varying levels of language
proficiency and cultural backgrounds. She aims to design a lesson on discussion texts that
encourages all students to
participate and express their viewpoints effectively. Ms. Lia is considering how to
structure the teaching materials to accommodate these diverse student characteristics.
Which structures of teaching material would best suit Ms. Lia's diverse class in designing
discussion text learning (listening and speaking)?
Click on the correct statements. There can be more than one correct statement.

A. Using simplified discussion texts with visual aids for lower proficiency students
B. Incorporating culturally relevant topics that resonate with students' backgrounds
C. Assigning the same complex texts to all students regardless of their proficiency
D. Focusing only on written discussion texts without any oral components
E. Providing discussion prompts and sentence starters to guide students' responses

5. Mr. Karno intends to create a multi-sensory descriptive writing lesson for his diverse
class. Students analyze contrasting environments using videos and graphic organizers.
They practice descriptive writing by rewriting poem sections and creating collaborative
descriptive texts based on scenarios. Presentations showcase their work through dramatic
readings, multimedia, or other creative formats. A "Sensory Scavenger Hunt" encouraged
real- world application. In addition, he must take into account the unique qualities of each
student and design the lesson in a way that will make it both effective and interesting for
them all. When teaching descriptive text writing and presentation, which of the following
components should be included in the lesson plan to accommodate the various learning
preferences and skill levels of the students?
Click on the correct statements for the situation above. There can be more than one
correct statement.

A. Give each student a single, uniform writing and presentation assignment.

B. Engage students with diverse learning styles, provide a range of pre-writing exercises.
C. Use an instructional strategy that believes every student learns in the same way, using
a conventional approach
D. Only evaluate pupils according to how well-written and presented their descriptions
are.
E. Use differentiated instruction to meet the unique requirements of pupils with different
skill levels.

6. Ms. Brown is committed to creating an inclusive learning environment in her recount

text speaking class. She wants to ensure that her assessment indicators align with the
appropriate content strands to accurately measure student progress and understanding. To
determine the most suitable content strands for assessment indicators in her recount text
speaking class, Ms. Brown should consider which of the following factors?
Click on the correct statements for the situation above. There can be more than one
correct statement.

A. The student's ability to express their personal opinions and beliefs about the events.
B. The student's ability to use clear and organized recounted events.
C. The students' ability to use appropriate vocabulary and grammar for recounting events.
D. The student's confidence and engagement level during speaking activities.
E. The student's ability to adapt their communication style to different audiences.

7. Ms. Jeni wants to improve her students' creative reasoning abilities in studying
narrative texts. She plans to focus on writing and presenting tasks that encourage students
to think creatively about plot development, character motivations, and narrative structure.
Ms. Jeni is considering how to formulate appropriate learning goals and indicators in the
knowledge domain to support these objectives. Which learning goals and indicators
would best support Ms. Jeni's objective to improve students' creative reasoning abilities
in narrative text study?
Click on the correct statements. There can be more than one correct statement.

A. Learning Goal: Students will be able to identify narrative elements in a text. Indicator:
Students list the main characters, setting, and plot points of a story.
B. Learning Goal: Students will be able to create original narrative texts. Indicator:
Students write a short story with a unique plot and well- developed characters.
C. Learning Goal: Students will be able to analyze the themes of narrative texts.
Indicator: Students explain the moral or lesson of a story
D. Learning Goal: Students will be able to present narrative texts effectively. Indicator:
Students perform a dramatic reading of their written stories, highlighting key emotional
moments.
E. Learning Goal: Students will be able to compare different narrative styles. Indicator:
Students contrast the writing techniques of two different authors.

8. Ms. Nisa, a creative teacher, made report writing fun for 8th graders. She fostered a
safe space for sharing drafts and learning from feedback, even sharing her own struggles.
Students explored their passions with diverse report topics, and drama activities like
"cold reads" improved storytelling and subject understanding. Collaboration in research
teams leveraged student strengths for high-quality work. The culmination wasn't silent
submissions - it was a mini-conference with creative presentations, fostering knowledge
exchange. Ms. Nisa's approach resulted in confident, expressive learners who not only
wrote better reports but also learned to express themselves creatively. Which of the
following strategies would be most effective in establishing a safe and motivating
learning environment for writing and presenting report texts?
Click on the correct statements for the situation above. There can be more than one
correct statement.

A. Establish clear expectations and rubrics for writing and presentation assignments.
B. Provide opportunities for students to share their personal experiences and perspectives
in their reports.
C. Implement an instructional approach that emphasizes rote memorization of report
writing conventions.
D. Assess students solely based on the accuracy and completeness of the information
presented in their reports.
E. Create a classroom culture that promotes collaboration, mutual respect, and
constructive feedback.

9. Which is the appropriate direction for reporting the narrative text into short
poetry/poem?
A. “Write a short poetry of the narrative text!”
B. “Read the text above and tell your classmates the story!”
C. “Read the text above. Then retell it with a short poetry!”
D. “Read the text and find the moral values!

10. As an English teacher, Mr Wanto uses an investigable tool to find out as much as he
can about what his students know and can do, and what confusion preconceptions, or
gaps they might have. The wide variety of information that he collects will provide the
basis for determining what they need to do next to move students forward.
The best investigable tool is a/an …
A. assessment for learning
B. enrichment program
C. summative assessment
D. prognostic test
E. remedial teaching

11. A teacher needs to evaluate the improvement and the learning progress of students'
writing skill, so the teacher asks the students to collect their worksheets in every meeting.
To meet the needs, the teacher should use a technique, namely....
A. Portfolio
B. Spoken test
C. Cloze test
D. Essay
12. Consider the following phenomenon:
“James is a type of student who likes to have physical movements to learn English”.
What learning activity is suitable for such a student?
A. Memorizing a transactional text.
B. Observing a modeled drama.
C. Listening to a recording
D. Simulating situational episodes.

13. In a reading lesson, students have difficulty in finding the meaning of a word. The
most effective thing a teacher can do…
A. Ask students to find the meaning of the word based on the context around it.
B. Ask students to open the dictionary
C. Ask students to ask the teacher directly
D. Ask students to ask questions with their next-door friends

14. The following are some activities in the classroom that are intended to enable students
to create an informative video about how to stay healthy in the pandemic time.
1.The students watch some videos on how to stay healthy in the pandemic time.
2. The students find information about Covid 19 from trusted websites
3.The students cut pictures of how to wash hands and arrange them in correct
arrangements.
4. The students create a script for the informative video.

Activities that represent the implement of TPACK in project-based learning are shown on
number
A. 1 dan 3
B. 2 dan 4
C. 1 dan 2
D. 1 dan 4
E. 3 dan 4

15. Most students in a class like acting activities with English. To challenge the students
to describe the beauty of our country. Suitable and creative learning activities for them
would be ….
A. Providing a poetry, reciting the poetry, and acting it out in pairs
B. Observing video shows, writing a poetry and class performance the poetry
C. Reading a passage, creating a picture based on the passage, learning the pictures
created
D. Providing them with pictures, and then writing a descriptive text based on the pictures

KUNCI JAWABAN DAN PEMBAHASAN DAY 04

1. A, C, D
Kata Kunci: visual impairments

2.B, E
Kata Kunci:
reading and viewing activities.
inclusive learning environment that caters to the diverse needs and abilities of all students.

3. D
Kata Kunci:
inclusive learning environment

4. A, B, E
Kata Kunci:
-varying levels of language proficiency and cultural backgrounds.
-encourages all students to participate and express their viewpoints effectively.
-accommodate these diverse student characteristics.
-discussion text learning (listening and speaking)?

5. B, E
Kata Kunci:
various learning preferences and skill levels of the students

6. B, C
B. The student's ability to use clear and organized recounted events.
C. The students' ability to use appropriate vocabulary and grammar for recounting events.

B. Kemampuan siswa dalam menggunakan peristiwa-peristiwa yang diceritakan secara jelas dan teratur.
C. Kemampuan siswa dalam menggunakan kosakata dan tata bahasa yang tepat untuk menceritakan
peristiwa.

Kata Kunci:
determine the most suitable content strands for assessment indicators in her recount text speaking
class,
menentukan untaian konten yang paling sesuai untuk indikator penilaian di kelas berbicara teks recount,

7. B, D
Kata Kunci:
to improve students' creative reasoning abilities in narrative text study.
untuk meningkatkan kemampuan penalaran kreatif siswa dalam pembelajaran teks narasi.

focus on writing and presenting tasks that encourage students to think creatively about plot
development, character motivations, and narrative structure.

8. B, E
Kata Kunci:
report writing fun
explored their passions with diverse report topics
drama activities
most effective in establishing a safe and motivating learning environment for writing and presenting.

9. C. “Read the text above. Then retell it with a short poetry!”

Perhatikan “the appropriate direction”, perlu membaca dan memahami terlebih dahulu.
a reporting verb is a verb (such as say, tell, believe, reply, respond, or ask) used to indicate that discourse
is being quoted or paraphrased. It's also called a communication verb.
SESUAI dengan context soal : reporting the narrative text into short poetry.

10. A. assessment for learning

Kata Kunci :
investigable = berhubungan dengan menyelidiki
will provide the basis for determining what they need to do next to move students forward.
ASSESSMENT FOR LEARNING / GURU SEBAGAI ASSESSOR.

11. A. Portfolio
Kata kunci pada soal : A teacher needs to evaluate the improvement and the learning progress, asks the
students to collect their worksheets in every meeting
Student portfolios are most effective when they are used to evaluate student learning progress and
achievement

12. D. Simulating situational episodes.

Kata kunci pada soal : physical movements,
Cocok dengan aption D.

13. A. Ask students to find the meaning of the word based on the context around it.
Cara ini jugalah yang bisa kita lakukan ketika mengerjakan soal tentang Synonym dan Antonym.

14. D. 1 dan 4
Kata kunci pada soal : informative video , to stay healthy.
to enable students to create an informative video about how to stay healthy in the pandemic time.

15. B. Observing video shows, writing a poetry and class performance the poetry
Kata kunci pada soal :
acting activities: class performance
creative learning activities: writing a poetry
 KELAS BIMBEL Mr. IDP – UKPPPG PILOTING 2024 – TAHAP 3f
SOAL DAY 03 – SJT PCK BAHASA INGGRIS
HKUHP/WA: 0813 7248 7619
06-14 NOVEMBER 2024

Tips Belajar Mr. IDP

1. Reading Practice
2. Building Vocabularies/ Membuat Catatan
3. Reviewing/ Pengulangan, pelajari kembali.
4. Asking, menanyakan yang belum paham.
5. Learning every day.

TIPS MENJAWAB SOAL - Mr. IDP Class:

1. Baca Kalimat Terakhir sebelum opsi jawaban. Pahami apa yang ditanya
2. Perhatikan konteksnya/ Kata/frasa Kunci
Dihubungakan dengan narasi soal
3. Opsi Jawaban harus berhubungan dengan konteks soal
4. Penyelesaian permasalahan (solutif)
5. Tips eliminasi opsi jawaban yang kita yakini salah
6. Perhatikan kata-kata bersinonim
7. Time Management

1. An English teacher in Semarang is planning to develop a lesson plan on using

expressions for social and classroom interaction. The teacher is aware that the class
consists of students with diverse personalities and communication styles. To ensure that
the lesson is effective and engaging for all students, the teacher needs to consider the
characteristics of the learners and structure the lesson accordingly. Which statements
below do you think correct or incorrect for the situation? State your answer by clicking
true or false for each statement below.

Statements True False

A. The teacher should prioritize teaching formal expressions for
classroom use.
B. The lesson should cater to different learning styles, such as
auditory and visual
C. The teacher can ignore the students' personalities while
planning the lesson content.
D. The lesson should include opportunities to practice using the
expressions in pairs or groups
2. Mrs. Rina has been assessing her students' discussion text writing and presentation
skills. Based on the results, she identifies a need to incorporate strategies that promote
higher-order thinking skills (HOTS) in her teaching. To develop students' HOTS in
discussion text writing and presentation, which of the following strategies should be
prioritized? Click on the correct statements for the situation above. There can be more
than one correct statement.

A. Implement a peer review system with structured feedback forms.

B. Engage students in debates and discussions on controversial topics
C. Provide students with pre-written discussion texts and ask them to analyse them.
D. Assign students to research and present complex arguments in their discussion texts.
E. Use graphic organizers to help students visualize and organize their ideas.

3. Ms. Sulis's approach to teaching report texts involves breaking down the text into sections and
explaining each part thoroughly. She uses graphic organizers to help students visualize the
structure of the report. Additionally, she incorporates group discussions where students can share
their understanding and insights. However, she notices that some students still struggle with
comprehending the overall purpose and coherence of the text. Which statements below do you
think correct or incorrect for the situation? State your choice by clicking true or false for each
statement below.

Statements True False

A. Using graphic organizers helps students understand the structure of report
texts.
B. Group discussions can help students share insights and deepen their
understanding.
C. Focusing only on individual work without discussions is effective in
building comprehension skills.
D. Skipping the breakdown of text sections and focusing on the whole text is
more beneficial.
E. Combining visual aids with discussions enhances students' ability to
comprehend report texts.

4. Mr. Iman is designing a learning environment to promote global citizenship and collaborative values
among students while teaching descriptive texts. He recognizes the importance of creating a safe and
supportive space where students feel comfortable expressing their diverse perspectives and working
together to achieve common goals. Which of the following elements are essential for creating a learning
environment that fosters global citizenship and collaborative values in the context of teaching descriptive
texts? Click on the correct statements by ticking (V)!
There can be more than one correct statement.
A. Display multicultural posters and artifacts around the classroom to represent different cultures and
traditions.
B. Encourage students to share personal experiences and stories related to the descriptive texts they read
and view.
C. Implement cooperative learning strategies, such as group projects and jigsaw activities, to promote
teamwork and shared responsibility.
D. Establish clear expectations for respectful communication and active listening among students during
discussions and activities.
E. Organize field trips and virtual exchanges to connect students with diverse communities and
perspectives.

5. Mr. Sugeng recognizes the importance of fostering a safe and inclusive learning
environment that promotes global citizenship and collaborative values in his descriptive
text writing and presentation class. He wants to ensure that his classroom atmosphere
encourages respect for diversity, cultural understanding, and teamwork. In order to
effectively promote global citizenship and collaborative values in descriptive text writing
and presentation, Mr. Sugeng should…

State your choice by clicking true or false for each statement below.

Statements True False

A. Include activities that require students to collaborate with

classmates from different cultural backgrounds.
B. Integrate lessons on global citizenship into the curriculum.
C. Assign all writing tasks as individual work to ensure personal
achievement
D. Foster an environment where only the dominant culture is
highlighted.
E. Encourage students to give and receive constructive feedback on
presentations.

6. Ms. Tati's students have previously struggled with engaging in recount texts. She wants
to incorporate technology to enhance their reading and viewing experiences. Her goal is
to make the texts more interactive and relatable. She is considering various technological
tools such as interactive e-books, educational videos, and digital storytelling apps.
Which of the following technological tools would best suit Ms. Tati's goal of enhancing
engagement with recount texts?
Click on the correct statements. There can be more than one correct statement.

A. Interactive e-books with multimedia elements.

B. Traditional paper-based reading materials.
C. Educational videos that visually depict the recount texts.
D. Digital storytelling apps that allow students to create their own recounts.
E. Standard classroom lectures without any technological integration.

7. Mrs. Zuleha is planning to develop a lesson plan on procedural texts, incorporating

both writing and presentation activities. She is aware that the class consists of students
with diverse learning styles and abilities. To ensure that the lesson is effective and
engaging for all students, she needs to consider the characteristics of the learners and
design the lesson accordingly.
Which of the following approaches would be most appropriate for designing a procedural
text writing and presentation lesson that caters to the diverse learning styles and abilities
of the students?

A. Provide a single, standardized writing and presentation task for all students.
B. Offer a variety of writing and presentation formats to accommodate different learning
styles.
C. Implement a one-size-fits-all instructional approach that assumes all students learn in
the same way.
D. Assess students solely based on the accuracy and completeness of their written and
presented procedures.
E. Incorporate differentiated instruction to address the specific needs of students with
varying levels of proficiency.

8. Ms. Nina teaches short functional text reading and viewing skills to a diverse group of
students, including those with learning disabilities, visual impairments, and auditory
processing challenges. She recognizes the need to adapt her teaching materials and
activities to cater to the individual needs of each student. To effectively structure short
functional text instruction for students with disabilities, which of the following
approaches Ms. Nina should prioritize?
Click on the correct statements for the situation above. There can be more than one
correct statement.

A. Implement a uniform instructional plan for all students, regardless of their individual
needs.
B. Utilize a variety of instructional materials, including multimedia resources, to engage
students with different learning styles.
C. Provide students with opportunities to practice reading and viewing short functional
texts in real-world contexts.
D. Employ assistive technology, such as screen readers and text-to-speech software, to
support students with visual or auditory impairments.
E. Rely heavily on teacher-led instruction and direct explanations, limiting student
engagement and independence.

9. While observing the students' activities in the classroom, Dr. Bennet found most of the
students do not have enough practices in English and they are not proficient enough to
communicate in the foreign language. This challenge can be overcome in a short time
by....

A. providing communicative drills and exercises

B. forming a group discussion to work beyond classes
C. finding out the problem causing them to be like that
D. offering extra-time for memorizing words and grammatical patterns
E. giving more assignment to be done outside classes

10. In speaking class Dr. Ben intended to elicit (to get) correct utterance from the learner.
When he asked one of them, Ida, “How do you go to school?”
The learner answered I to school by bus.

The best clarification request as a corrective feedback Dr. Ben gave to the learner is…
A. Was Ida’s answer, correct boy?
B. Well you miss a verb in your utterance
C. Could you repeat your answer, Ida?
D. Oh, you mean you go to school by bus?

11. Students can analyze the orientation series of events in chronological order, person
remark on a reorientation. Learning objective for indicator.
A. Language feature of advertisement
B. Generic structure of narrative
C. Language feature of recount text
D. Generic structure of recount text
12. Anda diundang sebagai peserta dalam sebuah saresehan yang diadakan oleh
organisasi profesi guru. Saresehan tersebut membahas masalah rendahnya minat baca
siswa di sekolah. Sebagai peserta, Anda diminta memberikan kontribusi untuk mengatasi
masalah ini.
Yang akan Anda lakukan untuk memberikan kontribusi yang efektif dalam seminar
tersebut adalah ....
A. menyampaikan pandangan tentang teori-teori yang bertentangan dengan yang
disampaikan narasumber terkait peningkatan minat baca
B. menyampaikan hasil observasi Anda terkait strategi yang telah diterapkan teman-
teman guru untuk meningkatkan minat baca
C. menyampaikan upaya meningkatkan minat baca berdasarkan kajian pustaka
D. menyampaikan pandangan tentang pembelajaran yang menurunkan minat baca yang
dilakukan rekan guru
E. menyampaikan pengalaman pribadi terkait strategi yang telah Anda terapkan untuk
meningkatkan minat baca

13. Bu Mince adalah guru Bahasa Inggris. Bu Mince bekerja sama dengan guru
Matematika dan IPA untuk merancang pembelajaran (intrakurikuler) berbasis proyek
terpadu yang menggabungkan ketiga mata pelajaran. Proyek ini bertujuan untuk
meningkatkan keterampilan analisis data dan pemahaman ilmiah siswa. Namun, Bu
Mince khawatir bahwa fokus pada tujuan bersama ini akan membuat tujuan mata
pelajaran Bahasa Inggris menjadi kurang jelas.
Apabila Anda adalah Bu Mince, yang akan Anda lakukan adalah ....
A. menyampaikan kekhawatirannya kepada rekan guru dan meminta mereka untuk
menyesuaikan tujuan proyek agar lebih seimbang
B. mengusulkan proyek yang sepenuhnya terpisah dari tujuan bersama, agar tujuan
Bahasa Inggris tetap jelas
C. berkolaborasi untuk merancang proyek yang mengintegrasikan keterampilan analisis
data dengan penulisan laporan ilmiah dalam Bahasa Inggris
D. fokus pada tujuan bersama dan tidak terlalu memikirkan tujuan Bahasa Inggris, karena
proyek ini bersifat terpadu
E. menyusun proyek dengan fokus utama pada keterampilan analisis data dan
pemahaman ilmiah, aspek Bahasa Inggris sebagai tambahan

14. Sekolah Anda menerima laporan bahwa salah satu guru terlibat dalam tindakan yang
tidak etis dan mencemarkan nama baik sekolah. Kepala sekolah meminta Anda untuk
menangani situasi ini.
Yangakan Anda lakukan adalah ....
A. fokus pada nama baik sekolah dalam investigasi dan tindak lanjut hasil investigasi
B. melakukan investigasi serta tindak lanjut berdasarkan hasil investigasi
C. menutup-nutupi kejadian dan berharap masalahnya hilang dengan sendirinya
D. fokus pada pemulihan dan pengatasan trauma pada pihak-pihak yang dirugikan
E. fokus pada penyebab mengapa hal itu terjadi agar peristiwa serupa tidak terjadi di
kemudian hari

KUNCI JAWABAN DAN SOAL DAY 03

1. B, D
Kata Kunci
expressions for social and classroom interaction
diverse personalities and communication styles = learning style

2. B, D
Kata Kunci:
To develop students' HOTS in discussion text writing and presentation,
Discussion text adalah teks yang menyajikan berbagai sudut pandang dan argumen terhadap suatu topik
permasalahan. Teks ini bertujuan untuk memberikan informasi tentang isu kontroversial dan membantu
pembaca memahami berbagai aspek sehingga dapat membuat keputusan atau kesimpulan

3. A, B, E TRUE
C, D false karena ada kata: only dan skipping
graphic organizers to help students visualize the structure of the report. Additionally, she incorporates
group discussions

4. B, C, D
Kata Kunci:
global citizenship and collaborative values
feel comfortable expressing their diverse perspectives
5. A, B, E (TRUE)
C dan D (FALSE) karena tidak menunjukkan diversity/ keberagaman.

6. A, C, D
Kata Kunci:
incorporate technology
considering various technological tools such as interactive e-books, educational videos, and digital
storytelling apps.

7. E. Incorporate differentiated instruction to address the specific needs of students with varying
levels of proficiency.
Kata kunci: that caters to the diverse learning styles and abilities

8. B, D
learning disabilities, visual impairments, and auditory processing challenges
Opsi Jawaban bisa membantu keterbatasan fisik.

9. A. providing communicative drills and exercises

Kata kuncinya adalah : communicative

10. D. Oh, you mean you go to school by bus?

Kata kunci pada soal: a corrective feed back

11. D. Generic structure of recount text

Generic Structure of recount text
a. Orientation: tells who was involved, what happened, where the events took place, and when it
happened.
b. Event(s): tell what happened in chronological sequence.
c. Reorientation: Bagian ini merupakan akhir dari cerita dan sifatnya opsional, sebab bisa berupa
rangkuman dari semua yang telah diceritakan, komentar atau kesan pribadi, atau mungkin berupa
himbauan

12. A
A. menyampaikan pandangan tentang teori-teori yang bertentangan dengan yang disampaikan
narasumber terkait peningkatan minat baca (5)
D. menyampaikan pandangan tentang pembelajaran yang menurunkan minat baca yang dilakukan rekan
guru.(4)

13. C
C. berkolaborasi untuk merancang proyek yang mengintegrasikan keterampilan analisis data dengan
penulisan laporan ilmiah dalam Bahasa Inggris (5)

E. menyusun proyek dengan fokus utama pada keterampilan analisis data dan pemahaman ilmiah, aspek
Bahasa Inggris sebagai tambahan.(4)
14. B
B. melakukan investigasi serta tindak lanjut berdasarkan hasil investigasi(5)
D. fokus pada pemulihan dan pengatasan trauma pada pihak-pihak yang dirugikan(4)
 KELAS BIMBEL Mr. IDP – UKPPPG PILOTING 2024 – TAHAP 3f
SOAL DAY 02 SJT - PCK BAHASA INGGRIS
HP/WA: 0813 7248 7619
06-14 November 2024

Tips Belajar Mr. IDP

1. Reading Practice
2. Building Vocabularies/ Membuat Catatan
3. Reviewing/ Pengulangan, pelajari kembali.
4. Asking, menanyakan yang belum paham.
5. Learning every day.

TIPS MENJAWAB SOAL - Mr. IDP Class:

1. Baca Kalimat Terakhir sebelum opsi jawaban. Pahami apa yang ditanya
2. Perhatikan konteksnya/ Kata/frasa Kunci
Dihubungakan dengan narasi soal
3. Opsi Jawaban harus berhubungan dengan konteks soal
4. Penyelesaian permasalahan (solutif)
5. Tips eliminasi opsi jawaban yang kita yakini salah
6. Perhatikan kata-kata bersinonim
7. Time Management

1. Ms. Sri reviewed student expository texts and presentations, finding variations in
organization, visuals, and clarity. What factor most likely explains the variations in
students' success at writing and presenting these texts?
A. The topic difficulty
B. Research time
C. Technology access
D. Ms. Smith's feedback
E. Individual learning style

2. Ms. Carter, an English teacher, is struggling to engage a diverse class with varying
reading proficiency and interests. She uses various materials, such as cooking recipes,
DIY 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. Carter to tailor the input materials more
closely to her students' individual 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 activity should Ms. Carter 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 comprehension.
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.

KELAS BIMBEL Mr. IDP – UKPPPG PILOTING 2024 – TAHAP 3f

SOAL DAY 02 SJT - PCK BAHASA INGGRIS
HP/WA: 0813 7248 7619
06-14 November 2024

3. An English teacher, Mr. Rahmat has recently implemented a new instructional

approach for teaching discussion texts. The approach involves incorporating various
interactive activities, such as group discussions, debates, and role-playing exercises, to
engage students in analyzing and evaluating different perspectives presented in
discussion texts. After completing a unit on discussion texts, he is now seeking to
evaluate the effectiveness of the new instructional approach and identify areas for
improvement.
Based on the teacher's reflection on the implementation of the new instructional approach
for teaching discussion texts, which of the following evaluation strategies would be most
appropriate to gather comprehensive feedback and inform future instructional decisions?
A. Administer a standardized test on discussion text comprehension and analysis.
B. Conduct student interviews to gather individual perspectives on the effectiveness of
the instructional approach.
C. Analyze student participation and engagement during class discussions and activities.
D. Collect and review student written work, such as essays and discussion summaries.
E. Observe and document classroom interactions during the implementation of the
instructional approach.

4. Ms. Shinta wants to effectively communicate the results of her expository text writing
and presentation assessment to students. She currently evaluates student work through
written feedback and presentation grading.
To enhance communication of students' learning achievements in expository texts, which
approach should Ms. Shinta prioritize?
A. Implement a detailed rubric for grading written work and presentations.
B. Develop student self-assessment checklists to reflect on their work.
C. Hold individual conferences to discuss their strengths and areas for improvement.
D. Create a class report summarizing overall trends and areas for improvement.
E. Implement a peer review system with written feedback forms.

KELAS BIMBEL Mr. IDP – UKPPPG PILOTING 2024 – TAHAP 3f

SOAL DAY 02 SJT - PCK BAHASA INGGRIS
HP/WA: 0813 7248 7619
06-14 November 2024

5. Mr. Zakaria has a class of high school students with diverse cultural backgrounds. He
plans to teach them how to design short functional texts like flyers and advertisements.
To make the material relatable, Mr. Zakaria incorporates examples from various cultures
and encourages students to bring their cultural perspectives into their projects. This
approach aims to enhance students' engagement and understanding of the content.

Which statements below do you think correct or incorrect for the situation?
State your choice by clicking true or false for each statement below.

STAT.EMENTS TRUE FALSE

A. Encouraging students to incorporate their cultural perspectives can help
make the learning material more relatable.
B. Using examples from only one culture will enhance the engagement of all
students.
C. Incorporating diverse cultural examples helps address the varied cultural
backgrounds of students.
D. Ignoring cultural diversity in examples will still make the lesson effective
for all students.
E. Asking students to bring their cultural perspectives into their projects can
enhance their understanding and engagement.

6. Ms. Karina is planning to develop a report writing lesson for her diverse class. An
"Audio Mystery Object" activity with note-taking engages auditory learners. A video
complements the audio, catering to visual learners. Research groups ensure collaboration
and address kinesthetic learners. Presentations offer flexibility (traditional, interactive
displays, documentaries) for diverse preferences. A rubric provided clear expectations.
To ensure that the lesson is effective and engaging for all students, the teacher needs to
consider the characteristics of the learners and structure the lesson.
Click on the correct statements for the situation above.
There can be more than one correct statement.

A. Provide a variety of listening and speaking activities that cater to different learning
styles, such as auditory, visual, and kinesthetic learners.
B. Incorporate scaffolding techniques, such as providing graphic organizers and sentence
starters, to support students with varying levels of proficiency.
C. Offer differentiated tasks and activities that allow students to work at their own pace
and challenge level.
D. Encourage peer collaboration and group work to foster a supportive learning
environment.
E. Utilize technology tools, such as online videos and interactive exercises, to enhance
engagement and provide additional learning opportunities

KELAS BIMBEL Mr. IDP – UKPPPG PILOTING 2024 – TAHAP 3f

SOAL DAY 02 SJT - PCK BAHASA INGGRIS
HP/WA: 0813 7248 7619
06-14 November 2024

7. Mrs. Ika is teaching her students about discussion texts and has assigned them to write
and present their opinions on a controversial topic. To ensure effective learning and
assessment, she wants to tailor her instructional materials and evaluation methods to the
specific characteristics of her students. In order to effectively evaluate students'
discussion text writing skills,
Ms. Ika should …

State your choice by clicking true or false for each statement below.
STATEMENTS TRUE FALSE
A. provide students with a rubric that outlines the criteria for
successful discussion text writing.
B. lecture extensively about the different types of discussion texts
before students begin writing.
C. incorporate a peer review component into her instructional
materials, and evaluation methods.
D. focus solely on assessing students' grammar and mechanics,
neglecting the content and persuasiveness of their arguments.
E. allow students to choose their own controversial topics for their
writing assignments, promoting their engagement and
understanding of the topic.
8. Mr. Rivera teaches a class with a wide range of writing skills. He wants to design a
lesson on writing expository texts that accommodates all students, from those who are
just beginning to develop their writing skills to those who are more advanced. To do this,
he plans to include scaffolded activities, peer review sessions, and opportunities for
students to present their work. His goal is to create a supportive environment where all
students can improve their writing and presentation skills.
Click on the correct statements that show teaching strategies that best suit the diverse
writing skills of Mr. Rivera's students in the flow of teaching expository texts. There can
be more than one correct statement.

A. Scaffolded activities that gradually increase in complexity.

B. Solely focusing on grammar exercises.
C. Peer review sessions where students provide feedback to each other.
D. Lectures on the theory of expository writing.
E. Opportunities for students to present their work to the class.

9. In the learning design, there are basic competencies namely Compiling very short and
simple oral and written transactional interaction texts involving expression of giving and
asking for information related to orders, prohibitions, and appeals, so that the integration
of TPACK in the right project learning model is …

A. Students use mobile phones to create video content with expression of giving and
asking for information related to needs.
B. Several videos are presented about the accumulation of garbage in rivers. In groups,
students are asked to formulate a ban so that people do not litter.
C. The teacher divides students into several groups and asks students to work on gap text
questions about the messages they hear from the tape recorder.
D. Students are asked to find an expression of need from a driving simulation video
displayed on LCD.

10. A basic competence for your all of high school says

"Implementing the social function, generic structure, linguistic elements of spoken and
written transactional text involving the act of asking and giving information about causal
relations in line with it related context.
TPACK can be integrated into Project based learning model in teaching English by....
A. Emphasizing the use of technology in instructional process
B. Relying PBL of various of knowledge
C. Comparing and contrasting the three types of knowledge
D. Stressing the use of pedagogy in teaching learning process
E. Providing the students with the latest technology in classes.
11. Saat Anda sedang melakukan pembelajaran geografi, seorang peserta didik tiba-tiba
menginterupsi dengan mengatakan bahwa pembelajaran Anda membosankan dan
membuatnya mengantuk. Peserta didik yang lainnya tampak terpengaruh oleh pernyataan
ini dan mulai terlihat gelisah.
Respon Anda terkait hal ini adalah ...
A. menggunakan kesempatan ini untuk membuka diskusi kelas sejenak tentang metode
pembelajaran geografi yang mereka sukai.
B. menghentikan pelajaran sejenak dan meminta peserta didik tersebut untuk
menjelaskan apa yang menurutnya lebih menarik dan efektif.
C. mengabaikan komentar peserta didik tersebut dan Pak Arbes melanjutkan
pembelajaran geografi sesuai Modul Ajar yang telah dibuatnya.
D. meminta peserta didik tersebut untuk berbicara dengan Pak Arbes tentang keluhannya
setelah
pembelajaran geografi.
E. menegur peserta didik tersebut di depan kelas agar tidak mengganggu proses
pembelajaran dan seharusnya bisa lebih sopan dalam mengemukakan pendapatnya.

12. Bu Enno melakukan pembelajaran Fisika kelas XI SMA. Pada saat bu Enno dan
siswa sedang fokuspada penjelasan guru, Bu Enno melihat beberapa peserta didik tidak
fokus dan mulai saling berbisik bisik. Bu Enno tahu bahwa ini adalah materi yang
penting dan membutuhkan konsentrasi penuh peserta didik agar dapat memahaminya.

Tindakan paling tepat yang dapat dilakukan Bu Enno yaitu ....

A. berjalan mendekati peserta didik tersebut sambil terus menjelaskan, setelah dekat Bu
Enno berbisik kepada mereka untuk mengikuti penjelasan guru
B. Bu Enno fokus pada penjelasan, kemudian memberikan waktu senyap, lalu Bu Enno
memperingatkan kepada mereka untuk mengikuti penjelasan guru
C. berjalan mendekati peserta didik tersebut sambil tetap terus menjelaskan, lalu kepada
mereka menggunakan isyarat nonverbal untuk mengikuti penjelasan bu Enno
D. berjalan mendekati peserta didik tersebut sambil terus menjelaskan, setelah dekat Bu
Enno memperingatkan kepada mereka untuk mengikuti penjelasan guru
E. berjalan mendekati peserta didik tersebut sambil terus menjelaskan, setelah dekat Bu
Enno menegur halus kepada mereka untuk mengikuti penjelasan guru

13.. Anda memiliki seorang peserta didik yang selalu berjuang dengan kepercayaan
dirinya. Peserta didik ini sering merasa ragu dan takut untuk berbicara di depan kelas.
sebagai seorang guru Bimbingan dan Konseling tentu Anda ingin membantu siswa ini.
Namun Anda tidak memiliki jadwal tatap muka sebagaimana guru mapel lainnya. Dan
ketika Anda mendapat kesempatan untuk membantu peserta didik tersebut, Anda juga
diminta menjadi perwakilan sekolah pada Sosialisasi Pembentukan Tim Pencegahan dan
Penanganan Kekerasan di tingkat kabupaten.
Apa yang Anda lakukan untuk menjalankan dua tugas tersebut dengan optimal?
A. mengikuti pengasan dari sekolah dan meminta guru lain untuk memberikan tugas
tambahan presentasi agar siswa tersebut dapat meningkatkan diri.
B. meminta guru lain mewakili sekolah dan fokus memberi kesempatan presentasi
sederhana pada siswa tersebut, diberi pujian, lalu pada sesi berikutnya makin kompleks.
C. menunaikan tugas sekolah sebagai TPPK dan menghubungi orang tua siswa dan
memintanya untuk menangani masalah ini.
D. mendahulukan penugasan dari sekolah dan mengabaikan hal tersebut, karena itu wajar
sebagai bagian dari perkembangan siswa tersebut.
E. menunaikan tugas dari sekolah dan menjadwalkan untuk mengadakan percakapan
pribadi dengan siswa tersebut agar memahami penyebab masalah yang dihadapinya dan
mencari jalan keluarnya.

14. Sekolah Anda baru saja meluncurkan program kokurikuler baru yang bertujuan
meningkatkan keterampilan literasi digital siswa. Namun, beberapa orang tua merasa
program ini terlalu menuntut dan tidak sesuai dengan kurikulum utama.
Yang akan Anda lakukan untuk mengatasi kekhawatiran orang tua dan memastikan
program berjalan lancar adalah ....
A. mengabaikan kekhawatiran orang tua dan tetap melaksanakan program sesuai rencana
B. mengurangi beban tugas dalam program untuk mengakomodasi keluhan orang tua
C. memberikan pilihan tugas dalam program untuk mengakomodasi keluhan orang tua
D. mengadakan pertemuan dengan orang tua untuk mendiskusikan dan mendapatkan
masukan mereka
E. menghapus program tersebut agar tidak menimbulkan konflik lebih lanjut
15. Anda merencanakan kegiatan kelompok dengan menggunakan teknologi komputer
untuk mengerjakan proyek mata pelajaran Bahasa Indonesia. Namun, pada hari
pelaksanaan, listrik di sekolah mati sehingga komputer sekolah tidak dapat digunakan.
Respon Anda terkait hal ini adalah .........
A. meniadakan pembelajaran bahasa Indonesia
B. menggunakan waktu tersebut untuk mengajarkan materi lain
C. membatalkan proyek dan memberikan tugas membaca secara berkelompok
D. mengubah peralatan penyelesaian proyek menjadi menggunakan alat tulis dan kertas
E. menunda proyek hingga listrik kembali menyala

KUNCI JAWABAN DAN PEMBAHASAN EXERCISE 02

1. E. Individual learning style

Kata Kunci:
finding variations, variations in students' success

2. C. Conducting a survey to identify students' interests and selecting aligned procedural

texts.
Kalimat terakhir:
What follow-up activity should Ms. Carter implement to better match the input with her students'
needs
, kegiatan tindak lanjut apa yang harus dilakukan Ibu Carter agar masukan lebih sesuai dengan
kebutuhan siswanya.

3. E. Observe and document classroom interactions during the implementation of the

instructional approach.
Kata Kunci:
which of the following evaluation strategies would be most appropriate to gather comprehensive
feedback and inform future instructional decisions?
to gather = document

4. C. Hold individual conferences to discuss their strengths and areas for improvement.
Kata Kunci:
to effectively communicate, To enhance communication.

5. A, C, E
Kata Kunci:
incorporates examples from various cultures and encourages students to bring their cultural
perspectives into their projects

6. A, C
Kata Kunci:
diverse class. auditory learners. visual learners. kinesthetic learners. Presentations offer
flexibility diverse preferences.

7. A, C, E
Kata kunci:
discussion texts, controversial topic. instructional materials and evaluation methods to the
specific characteristics of her students. evaluate students' discussion text writing skills.

8. A, C, E
Kata Kunci:
To do this, he plans to include scaffolded activities, peer review sessions, and opportunities for
students to present their work.

9. A. Students use mobile phones to create video content with expression of giving and
asking for information related to needs.
Tiga komponen dasar dalam penerapan TPACK yang harus dipenuhi yaitu :
Content Knowledge (CK), Pedagogy Knowledge (PK), Technology Knowledge (TK)
Students use mobile phones (TK)
create video content (PK/ Project Learning Model)
expression of giving and asking for information related to needs. (CK)
Sementara option B lebih condong ke Problem Based Learning, option C Coorperative Based
Learning.

10. E. Providing the students with the latest technology in classes

Unsur yang belum ada ialah technology, kata providing/ menyediakan lebih tepat dari pada
Emphasizing.

11. E
E. menegur peserta didik tersebut di depan kelas agar tidak mengganggu proses pembelajaran
dan seharusnya bisa lebih sopan dalam mengemukakan pendapatnya. (5)
C. mengabaikan komentar peserta didik tersebut dan Pak Arbes melanjutkan pembelajaran
geografi sesuai Modul Ajar yang telah dibuatnya. (4)

12. C
C. berjalan mendekati peserta didik tersebut sambil tetap terus menjelaskan, lalu kepada mereka
menggunakan isyarat nonverbal untuk mengikuti penjelasan bu Enno(5)
D. berjalan mendekati peserta didik tersebut sambil terus menjelaskan, setelah dekat Bu Enno
memperingatkan kepada mereka untuk mengikuti penjelasan guru(4)

13. B
B. meminta guru lain mewakili sekolah dan fokus memberi kesempatan presentasi sederhana
pada siswa tersebut, diberi pujian, lalu pada sesi berikutnya makin kompleks. (5)
E. menunaikan tugas dari sekolah dan menjadwalkan untuk mengadakan percakapan pribadi
dengan siswa tersebut agar memahami penyebab masalah yang dihadapinya dan mencari jalan
keluarnya.(4)

14. E
E. menghapus program tersebut agar tidak menimbulkan konflik lebih lanjut. (5)
A. mengabaikan kekhawatiran orang tua dan tetap melaksanakan program sesuai rencana.(4)

15. D
D. mengubah peralatan penyelesaian proyek menjadi menggunakan alat tulis dan kertas(5)
C. membatalkan proyek dan memberikan tugas membaca secara berkelompok.(4)
 KELAS BIMBEL Mr. IDP – UKPPPG PILOTING 2024 – TAHAP 3f
SOAL DAY 01 SJT - PCK BAHASA INGGRIS
HKUNDFtDFPHO
HP/WA: 0813 7248 7619

Tips Belajar Mr. IDP

1. Reading Practice
2. Building Vocabularies/ Membuat Catatan
3. Reviewing/ Pengulangan, pelajari kembali.
4. Asking, menanyakan yang belum paham.
5. Learning every day.

TIPS MENJAWAB SOAL - Mr. IDP Class:

1. Baca Kalimat Terakhir sebelum opsi jawaban. Pahami apa yang ditanya
2. Perhatikan konteksnya/ Kata/frasa Kunci
Dihubungakan dengan narasi soal
3. Opsi Jawaban harus berhubungan dengan konteks soal
4. Penyelesaian permasalahan (solutif)
5. Tips eliminasi opsi jawaban yang kita yakini salah
6. Perhatikan kata-kata bersinonim
7. Time Management

1. Middle school English teacher Mr. Adams has introduced a series of expository texts to
improve students' reading and critical thinking skills. These texts cover pressing environmental
issues like climate change, deforestation, pollution, and conservation efforts. Adams aims to raise
awareness and foster responsibility towards the environment. However, many students show
disinterest in the material, resulting in shallow answers and lack of depth. During listening
activities, students appear distracted and lack engagement, missing core values and messages.
Adams believes that understanding and internalizing environmental conservation values is
crucial for academic growth and global citizenship development. To address this issue, Adams is
exploring student-centered learning strategies that emphasize active participation, critical
thinking, and personal connection to the content. He aims to create an engaging and interactive
learning environment where students can see the relevance of environmental issues in their own
lives and communities. He considers various approaches, such as project-based learning,
collaborative group activities, and discussions, to encourage students to reflect on their impact on
the environment. By making the learning experience dynamic and relatable, Adams hopes to
develop a positive attitude towards environmental conservation and better understand the values
embedded in the expository texts.
Given this situation, which of the following student-centered learning strategies would be
most effective in helping Mr. Adams achieve his goals?
A. Assigning additional reading and comprehension exercises on environmental topics to
reinforce the material.
B. Implementing a series of lectures and PowerPoint presentations to clearly explain the
environmental issues.
C. Organizing a classroom debate on the causes and solutions to climate change to promote
critical thinking and engagement.
D. Conducting project-based learning activities where students create and present solutions to
local environmental problems.
E. Encouraging students to write essays on their personal views regarding environmental
conservation and share them with the class.

2. Ms. Pita is an English teacher who is designing a lesson plan aimed at improving students'
attitudes towards learning and their abilities in listening and speaking discussion texts. She also
plans a student-centered learning emphasizing on knowledge construction and problem-solving
skills. By tailoring the learning experience to meet the needs and interests of the students, she
can create a more conducive environment for learning.

Which of the following strategies are effective in this context?

Click on the correct statements for the situation above.
There can be more than one correct statement.
A. Engage students in various activities that promote active listening skills, such as summarizing,
paraphrasing, and asking clarifying questions during discussions.
B. Encourage open-ended discussions where students have the opportunity to express their
opinions, ask questions, and engage in meaningful dialogue with their peers.
C. Foster individual learning experiences where students work individually to analyze discussion
texts, write down the ideas, and construct meaning independently.
D. Provide students with real-life tasks or scenarios that require them to apply their listening and
speaking skills in practical contexts, such as conducting interviews or participating in debates.
E. Provide students with memorization drills which enable students to internalize information,
enhance their recall abilities, and develop stronger memory skills to retain facts, formulas, and
vocabulary.

3. Ms. Gina recognizes the importance of creating a safe and supportive learning environment
that fosters students' spiritual development, moral values, and self-reliance in reading short
functional text announcements. She wants to ensure that her classroom atmosphere encourages
students to embrace their faith, practice good deeds, uphold noble character traits, and become
independent learners. Which of the following activities would likely achieve Ms. Gina's goals
of promoting both religious values and learner autonomy?

A. Matching a lot of pictures of religious symbols with their various corresponding holidays.
B. Creating a poster advertising a school play, including some details about the play and ticket
prices.
C. Analyzing a community service notice and how the act of volunteering aligns with values of
helping in many religions.
D. Debating the importance of following rules based on a school notice about a new dress code
policy.
E. Reading a notice about a lost pet and then writing a short story about how the pet is reunited
with its owner.

4. An English teacher, Mr. Toni, teaches students how to write announcements for a school event,
which is crucial for effective communication in real-world contexts. However, students often
struggle with understanding the underlying purpose and identifying the intended audience for
these texts, which affects the relevance and impact of their writing. For example, students might
include all necessary details but fail to tailor the tone and content to the target audience, resulting
in generic or overly complex texts. This issue also extends to their reading and listening
activities, where students focus primarily on factual content, missing the nuances related to the
purpose and audience. To address these challenges, Mr. Toni considers various teaching materials
and strategies.
Given this situation, which teaching material would be most effective in helping students
understand the underlying purpose and identify the intended audience for writing
announcements?
A. A collection of announcements with detailed annotations explaining purpose and audience.
B. A textbook focusing on advanced grammar and vocabulary exercises.
C. A series of worksheets that ask students to copy and fill in pre-written announcement
templates.
D. A video series on the history of public announcements in different cultures.
E. A dictionary of commonly used terms in announcements

5. A group of students has recently completed a unit on report texts, covering both
reading and viewing comprehension. The teacher, Mr. Deni is now seeking to design an
engaging and effective learning strategy to help students consolidate their understanding
and further develop their skills in analyzing and interpreting report texts.

Based on the students' prior learning experiences with report texts, which of the
following learning strategies would be most appropriate to enhance their comprehension
and critical thinking skills?
A. Conduct a class debate on the accuracy and credibility of various news sources.
B. Create a multimedia presentation showcasing the diverse features and applications of
report texts.
C. Engage in a role-playing activity where students assume the roles of journalists and
researchers.
D. Organize a collaborative project involving the analysis and comparison of different
types of report texts.
E. Administer a comprehensive quiz to assess students' understanding of report text
structure and
content.

6. Ms. Ratih is preparing a lesson 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 texts.
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. Ratih should prioritize utilizing which of the following media formats 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. A written step-by-step manual with clear instructions and numbered paragraphs.
D. An interactive online simulation that allows students to practice using the camera in a
virtual environment.
E. An audio recording of a photographer explaining the camera's settings and techniques
in detail.

7. Students in Ms. Lia'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 that 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 objectives in the attitude domain, 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 items?

A. The students lack prior knowledge about current events and global issues, making it
difficult for them to grasp the context of news items.
B. The learning environment is not conducive to open discussions 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.

8. Mr. Zain 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. A group project.
D. An individual oral presentation.
E. A writing portfolio.

9. "In educational evaluation, the assessment of input involves analyzing the quality and
relevance of instructional materials. A thorough evaluation ensures that the resources
chosen align with the learning objectives. For example, in a science class, teachers may
assess the suitability of experiments to enhance students' understanding of scientific
principles."

What is the primary focus of evaluating input in educational settings, according to the
passage?
A. Ignoring the quality of instructional materials
B. Lack of relevance in chosen resources
C. Random assessment of experiments
D. Thorough evaluation ensuring alignment with learning objectives
E. Avoidance of scientific principles in experiments

10. A basic competence states that students are able to summarize the descriptive texts
related to people and place which involve the generic structure and linguistic elements
appropriately.
An indicator that is suitable with the basic competence above is .....
A. Students are able to retell past experience about people and place
B. Students are able to write factual information about people and place
C. Students are able to express agree or disagree about people and place
D. Students are able to identify specific and general information about people and place
11. Anda adalah seorang guru IPS SMP yang memiliki 1 orang anak yang bersekolah di
PAUD. Hari ini Anda memiliki jam mengajar pada pukul 07.00 sampai dengan pukul
09.30. Selain itu, Anda juga diundang mengikuti pertemuan koordinasi di Dinas
Pendidikan yang waktu tempuhnya 10 menit dari sekolah, mulai pukul 09.00. Anak Anda
akan mengikuti lomba menari hari ini pada pukul 08.00, sedangkan pasangan Anda
sedang dinas luar kota. Terdapat beberapa alternatif keputusan yang akan
Anda rangkai sebagai berikut:
1. mempersiapkan segala sesuatu untuk anak Anda dan mendampinginya saat lomba
2. mempersiapkan segala sesuatu untuk anak Anda dan mengantar sampai ke sekolah
3. melakukan pembelajaran IPS mulai 07.00 sampai dengan 09.30
4. melakukan pembelajaran IPS mulai pukul 07.00 sampai dengan 08.50 dilanjutkan
pembimbingan oleh guru piket
5. meminta guru piket untuk mengganti pembelajaran IPS oleh guru piket
6. mengikuti pertemuan koordinasi di Dinas Pendidikan mulai pukul 09.00
7. mengikuti pertemuan koordinasi di Dinas Pendidikan mulai pukul 09.40 dengan ijin
terlambat
Rangkaian keputusan yang akan Anda ambil adalah ....
A. 2,4,6
B. 2,3,7
C. 1,5,7
D. 2,4,7
E. 1,5,6

12. Seorang peserta didik di kelas Anda tertangkap menyontek saat ujian. Peserta didik
tersebut mengaku melakukannya karena khawatir jika mendapatkan nilai jelek maka
orang tuanya akan memberi hukuman.
Tindakan yang harus Anda ambil untuk menangani situasi ini adalah ...
A. memberikan nilai nol pada ujian tersebut dan tidak membahas lebih lanjut.
B. memberikan hukuman kepada peserta didik tersebut agar dia jera.
C. memanggil orang tua dan memberikan teguran atas tekanan berlebih yang diberikan
kepada
anaknya.
D. mengabaikan kejadian ini dan memberikan kesempatan kedua tanpa konsekuensi.
E. mengajak peserta didik tersebut berdiskusi secara pribadi, memberikan nasihat dan
konsekuensi.

13. Beberapa siswa di kelas Anda tampak kesulitan mengikuti pelajaran dan sering kali
tidak mengerjakan tugas dengan benar. Anda ingin mengetahui penyebab utama dari
masalah ini dan mencari solusi yang efektif.
Tindakan yang harus Anda ambil adalah ...
A. memberikan nilai rendah kepada siswa yang tidak mengerjakan tugas dengan benar
sebagai
peringatan.
B. memotivasi siswa untuk lebih keras belajar dan menyelesaikan tugas.
C. memberikan lebih banyak tugas untuk mengukur kemampuan siswa secara teratur.
D. mengamati perilaku siswa selama pelajaran untuk mencari pola kesulitan yang mereka
hadapi.
E. menyampaikan penjelasan yang lebih panjang dan rinci tentang materi pelajaran dan
tugasnya.

KUNCI JAWABAN DAN PEMBAHASAN EXERCISE 01

1. D. Conducting project-based learning activities where students create and present solutions to
local environmental problems.
Kata Kunci:
student-centered learning strategies
He aims to create an engaging and interactive learning environment where students can see the
relevance of environmental issues in their own lives and communities. He considers various approaches,
such as project-based learning, collaborative group activities, and discussions, to encourage students to
reflect on their impact on the environment.

2. B, D
B. Encourage open-ended discussions where students have the opportunity to express their-opinions,
ask questions, and engage in meaningful dialogue with their peers.
D. Provide students with real-life tasks or scenarios that require them to apply their listening and
speaking skills in practical contexts, such as conducting interviews or participating in debates.
Kata Kunci:
improving students' attitudes towards learning and their abilities in listening and speaking discussion
texts. She also plans a student-centered learning emphasizing on knowledge construction and problem-
solving skills

3. C. Analyzing a community service notice and how the act of volunteering aligns with values of
helping in many religions.
Kata Kunci:
to embrace their faith, practice good deeds, uphold noble character traits, and become independent
learners.

4. A. A collection of announcements with detailed annotations explaining purpose and audience.

Kata Kunci:
understand the underlying purpose and identify the intended audience for writing announcements?

5. D. Organize a collaborative project involving the analysis and comparison of different types of
report texts.
Kata kunci:
-learning strategies to enhance their comprehension and critical thinking skills
-consolidate their understanding and further develop their skills in analyzing and interpreting report
texts

6. A. An instructional video that demonstrates the camera's functions and features in real-time with
narration or text.
Kata Kunci:
-appropriate media that effectively engage students and reinforce the key concepts of procedural texts.
-To effectively support the teaching of using a digital camera,

7. C. The teaching materials and activities do not provide opportunities for students to practice critical
listening and speaking skills in a meaningful way.
Kata Kunci:
with critical listening and speaking skills.

8. D. An individual oral presentation.

Kata Kunci: assessment methods, in writing and presenting descriptive texts.

9. D. Thorough evaluation ensuring alignment with learning objectives

A thorough evaluation ensures that the resources chosen align with the learning objectives.

10. D. Students are able to identify specific and general information about people and place
Kata kunci pada soal : descriptive texts
Option A adalah Recount Text, Option B condong ke News item text, Option C Exposition Text.

11. D. 2,4,7
D. 2,4,7 (5)
C. 1,5,7 (4)
Ketiga kegiatan dapat terlaksana

12. A
A. memberikan nilai nol pada ujian tersebut dan tidak membahas lebih lanjut. (5)
E. mengajak peserta didik tersebut berdiskusi secara pribadi, memberikan nasihat dan konsekuensi.(4)
Adalah tindakan yang tepat saat ujian

13. E
E. menyampaikan penjelasan yang lebih panjang dan rinci tentang materi pelajaran dan tugasnya. (5)
A. memberikan nilai rendah kepada siswa yang tidak mengerjakan tugas dengan benar sebagai
peringatan. (4)
Solusi ada