Laporan PTS
PENINGKATAN KEMAMPUAN MENYUSUN SOAL PILIHAN GANDA MELALUI PEMBIMBINGAN LEWAT EMAIL BAGI GURU BAHASA INGGRIS SMA DI KABUPATEN PATI SEMESTER GENAP 2014/2015
Disusun oleh: Drs. Teguh Wiyono, M.Pd., M.T. NIP 19600817 198603 1 038
PENGAWAS SMA
PEMERINTAH KABUPATEN PATI DINAS PENDIDIKAN 2015
1
PENGESAHAN
Yang bertanda tangan di bawah ini: Nama
: Drs. Teguh Wiyono, M.Pd., M.T.
NIP
: 19600817 198603 1 038
Pangkat/Gol
: Pembina Tingkat I / IV/b
Jabatan
: Pengawas SMA
telah melakukan penelitian dengan judul: PENINGKATAN KEMAMPUAN MENYUSUN SOAL PILIHAN GANDA MELALUI PEMBIMBINGAN LEWAT EMAIL BAGI GURU BAHASA INGGRIS SMA DI KABUPATEN PATI SEMESTER GENAP 2014/2015.
Disahkan oleh: Koordinator Pengawas Kabupaten Pati,
Peneliti,
Drs. Hadi Sunaryo, M.Pd. NIP. 19630409 198902 1 002
Drs. Teguh Wiyono, M.Pd., M.T. NIP. 19600817 198603 1 038
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PERNYATAAN
Saya menyatakan bahwa yang tertulis di dalam PTS ini benar-benar asli hasil karya saya sendiri, bukan jiplakan dari karya orang lain, baik sebagian maupun seluruhnya. Pendapat atau temuan yang terdapat dalam PTS ini dikutip atau dirujuk berdasarkan kode etik ilmiah.
Peneliti,
Drs. Teguh Wiyono, M.Pd., M.T.
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PRAKATA
Atas
limpahan
karunia
Allah,
penelitian
yang
berjudul
PENINGKATAN KEMAMPUAN MENYUSUN SOAL PILIHAN GANDA MELALUI PEMBIMBINGAN LEWAT EMAIL BAGI GURU BAHASA INGGRIS SMA DI KABUPATEN PATI SEMESTER GENAP 2014/2015 berhasil terselesaikan dengan baik. PTS ini diikutsertakan dalam Simposium Guru Nasional 2015. Ucapan terima kasih saya sampaikan kepada yang terhormat dan yang sangat saya banggakan:
Drs. Sarpan, S.H., M.M., Kepala Dinas Pendidikan Kabupaten Pati
Bapak dan Ibu Pengawas SMA Kabupaten Pati
Bapak dan Ibu Guru Bahasa Inggris SMA di Kabupaten Pati
atas motivasi yang diberikan dalam penulisan PTS ini sehingga laporan penelitian tindakan sekolah ini dapat diselesaikan sesuai dengan rencana. Apabila ada kekurangan dalam penulisan PTS ini, saya mohon maaf dan saran demi perbaikan penelitian ini. Saya berharap tulisan ini bermanfaat bagi saya pribadi, teman sejawat, dan Guru Bahasa Inggris SMA di Kabupaten Pati.
Peneliti
Drs. Teguh Wiyono, M.Pd., M.T. NIP. 19600817 198603 1 038
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DAFTAR ISI
Judul ............................................................................................................ 1 Pengesahan .................................................................................................. 2 Pernyataan Keaslian .................................................................................... 3 Prakata ......................................................................................................... 4 Daftar Isi .................................................................................................... 5 Abstrak ........................................................................................................ 7 BAB I Pendahuluan ................................................................................... 8 A. Latar Belakang ......................................................................... 8 B. Identifikasi Masalah ................................................................. 8 C. Pembatasan Masalah................................................................. 9 D. Rumusan Masalah dan Rencana Pemecahannya...................... 9 E. Tujuan Penelitian ..................................................................... 10 F. Manfaat Penelitian .................................................................... 10 BAB II Kajian Pustaka ................................................................................. 11 A. Soal Pilihan Ganda..................................................................... 11 B. Pembimbingan .......................................................................... 12 C. Email ......................................................................................... 13 D. Kerangka Pikir .......................................................................... 14 BAB III Metode Penelitian ........................................................................... 15 A. Setting Penelitian ……………………...............……………... 15 B. Waktu Peneltian ........................................................................ 15 C. Subyek Penelitian ...................................................................... 16 D. Sumber Data ..............................................................................16 E. Teknik dan Alat Pengumpul Data ............................................. 16 F. Validasi/Trianggulasi Data ........................................................ 18 G. Analisa Data .............................................................................. 18 H. Prosedur Penelitian ................................................................... 18 I. Indikator Keberhasilan ............................................................... 21
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BAB IV Hasil Penelitian dan Pembahasan ................................................... 22 A. Deskripsi Kondisi Awal ............................................................. 22 B. Deskripsi Siklus I ..................................................................... 22 C. Deskripsi siklus II ...................................................................... 25 BAB V Penutup …………………………………………………………... 29 A. Simpulan
………………………………………………….... 29
B. Implikasi/Rekomendasi.............................................................. 29 Daftar Pustaka …………………………………………………………....... 30 Lampiran-Lampiran: Lampiran 1: Instrumen Penilaian Kemampuan Guru Menyusun Soal Pilihan Ganda Lampiran 2: Instrumen Pengamatan Tindakan Pembimbingan Lampiran 3: Rekapitulasi Hasil Penilaian Kemampuan Guru Menyusun Soal Pilihan Ganda Siklus I Lampiran 4: Rekapitulasi Hasil Pengamatan Tindakan Pembimbingan Siklus I Lampiran 5: Rekapitulasi Hasil Penilaian Kemampuan Guru Menyusun Soal Pilihan Ganda Siklus II Lampiran 6: Rekapitulasi Hasil Pengamatan Tindakan Pembimbingan Siklus II Lampiran 7: Soal-Soal dan Komentar Pembimbing Lampiran 8: Kumpulan Soal Pilihan Ganda Guru-Guru Bahasa Inggris SMA Kabupaten Pati
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Abstrak
Wiyono, Teguh. 2015. Peningkatan Kemampuan Menyusun Soal Pilihan Ganda Melalui Pembimbingan Lewat Email Bagi Guru Bahasa Inggris SMA di Kabupaten Pati Semester Genap 2014/2015. PTS ini disusun guna mengikuti Simposium Guru Tingkat Nasional 2015. Kata Kunci: Soal pilihan ganda, pembimbingan, email Kemampuan guru Bahasa Inggris dalam menyusun soal pilihan ganda belum memuaskan. Tindakan pengawas sekolah adalah memberikan pembimbingan melalui email. Masalah yang diteliti adalah bagaimanakah pembimbingan lewat email dapat meningkatkan kemampuan guru Bahasa Inggris dalam menyusun soal pilihan ganda, sejauh mana pembimbingan lewat email dapat meningkatkan kemampuan mereka dalam menyusun soal pilihan ganda, dan bagaimanakah tindakan pembimbingan lewat email yang dilakukan oleh Pengawas Sekolah selaku peneliti. Penelitian tindakan ini dilakukan dalam dua siklus. Hasil PTS ini adalah 1) kemampuan guru Bahasa Inggris menyusun soal pilihan ganda dapat ditingkatkan melalui pembimbingan lewat email, 2) 82,14% dari mereka mencapai kategori baik, 3). tindakan pembimbingan termasuk kategori maksimal. Guru perlu mendapatkan pembimbingan agar mampu menyusun soal pilihan ganda yang baik. Bagi Pengawas Sekolah dan Kepala Sekolah yang memiliki masalah yang sama dengan peneliti dapat mengadopsi tindakan ini.
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BAB I PENDAHULUAN
A. Latar Belakang
Peraturan Pemerintah No. 74 tahun 2008 menyatakan bahwa Guru adalah pendidik profesional dengan tugas utama mendidik, mengajar, membimbing, mengarahkan, mengevaluasi peserta
melatih,
menilai,
dan
didik pada pendidikan anak usia dini jalur
pendidikan formal, pendidikan
dasar, dan pendidikan menengah.
Salah satu tugas utama yang perlu mendapatkan perhatian adalah melaksanakan evaluasi/penilaian. Kondisi selama ini menurut pengalaman penulis menunjukkan bahwa kemampuan guru menyusun soal pilihan ganda masih kurang. Oleh karena itu, pengawas sekolah melakukan penelitian tindakan sekolah dengan judul ‘Peningkatan Kemampuan Menyusun Soal Pilihan Ganda Melalui Pembimbingan Lewat Email Bagi Guru Bahasa Inggris SMA di Kabupaten Pati Semester Genap 2014/2015.
B. Identifikasi Masalah Setelah menelaah permasalahan di atas bersama teman sejawat, diperoleh beberapa kemungkinan penyebab timbulnya masalah itu, sebagai berikut: 1. Guru belum memahami bagaimana cara menyusun soal pilihan ganda yang baik. 2. Referensi tentang penyusunan soal pilihan ganda masih kurang. 3. Motivasi guru membaca buku-buku referensi tentang penyusunan soal pilihan ganda masih rendah.
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4. Kurangnya pembimbingan tentang bagaimana menyusun soal pilihan ganda. Sebenarnya masih banyak permasalahan yang mungkin menjadi penyebabnya, namun peneliti sudah menemukan permasalahan yang mungkin dapat diatasi, yaitu permasalahan yang ke empat.
C. Pembatasan Masalah Pembimbingan guru dalam kegiatan pembelajaran merupakan salah satu tugas pengawas sekolah yang harus dilaksanakan pada saat melakukan supervisi akademik. Dengan demikian pengawas sekolah wajib memberikan pembimbingan jika ada guru yang memerlukannya, misalnya pembimbingan menyusun soal pilihan ganda. Penelitian ini hanya akan membahas tentang upaya peningkatan kemampuan guru menyusun soal pilihan ganda melalui pembimbingan lewat email. Tindakan pembimbingan tersebut dilakukan oleh peneliti sebagai pengawas sekolah.
D. Rumusan Masalah dan Rencana Pemecahannya Berdasarkan pembatasan masalah di atas, rumusan masalah pada penelitian tindakan ini adalah: 1. Bagaimanakah pembimbingan lewat email dapat meningkatkan kemampuan guru Bahasa Inggris SMA di Kabupaten Pati dalam menyusun soal pilihan ganda? 2. Sejauh mana pembimbingan lewat email dapat meningkatkan kemampuan guru Bahasa Inggris SMA di Kabupaten Pati dalam menyusun soal pilihan ganda? 3. Bagaimanakah tindakan pembimbingan yang dilakukan oleh pengawas sekolah selaku peneliti?
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E. Tujuan Penelitian Tujuan penelitian ini adalah untuk mengetahui: 1. apakah kemampuan guru Bahasa Inggris SMA Kabupaten Pati menyusun
soal
pilihan
ganda
dapat
ditingkatkan
melalui
pembimbingan lewat email oleh pengawas sekolah; 2. sejauh mana kemampuan guru Bahasa Inggris SMA Kabupaten Pati menyusun
soal
pilihan
ganda
dapat
ditingkatkan
melalui
pembimbingan lewat email oleh pengawas sekolah; 3. bagimanakah tindakan pembimbingan yang dilakukan pengawas sekolah.
F. Manfaat Penelitian Penelitan ini diharapkan akan bermanfaat: 1. Bagi Guru, penelitian ini dapat meningkatkan kemampuan menyusun soal pilihan ganda yang baik. 2. Bagi peneliti, penelitian ini dapat menambah koleksi laporan penelitian yang dapat digunakan untuk kenaikan pangkat/jabatan dan kepentingan yang lain. 3. Bagi Dinas Pendidikan, penelitian ini dapat menambah koleksi laporan penelitian di perpustakaan yang akan memberikan motivasi dan dorongan untuk selalu meningkatkan kegiatan ilmiah bagi semua pengawas sekolah dan guru.
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BAB II KAJIAN PUSTAKA
A. Soal Pilihan Ganda Soal pilihan ganda merupakan bentuk soal yang jawabannya dapat dipilih dari beberapa kemungkinan jawaban yang telah disediakan. Kontruksinya terdiri dari pokok soal dan pilihan jawaban. Pilihan jawaban terdiri dari kunci dan pengecoh. Kunci jawaban harus merupakan jawaban benar atau paling benar sedangkan pengecoh merupakan jawaban tidak benar, namun daya jebaknya harus berfungsi, artinya siswa memungkinkan memilihnya jika tidak menguasai materinya. Dalam menulis soal pilihan ganda harus memperhatikan kaidahkaidah sebagai berikut: a.
Materi 1. Soal harus sesuai dengan indikator. 2. Pilihan jawaban harus homogen dan logis ditinjau dari segi materi. 3. Setiap soal harus mempunyai satu jawaban yang benar atau yang paling benar.
b. Konstruksi 1. Pokok soal harus dirumuskan secara jelas dan tegas. 2. Rumusan pokok soal dan pilihan jawaban harus merupakan pernyataan yang diperlukan saja. 3. Pokok soal jangan memberi petunjuk ke arah jawaban benar. 4. Pokok soal jangan mengandung pernyataan yang bersifat negatif ganda. 5. Panjang rumusan pilihan jawaban harus relatif sama. 6. Pilihan jawaban jangan mengandung pernyataan, "Semua
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pilihan jawaban di atas salah", atau "Semua pilihan jawaban di atas benar". 7. Pilihan jawaban yang berbentuk angka atau waktu harus disusun berdasarkan urutan besar kecilnya nilai angka tersebut, atau kronologisnya. 8. Gambar, grafik,tabel, diagram, dan sejenisnya yang terdapat pada soal harus jelas dan berfungsi. 9. Butir
soal
jangan
bergantung
pada
jawaban
soal
sebelumnya. c.
Bahasa 1. Setiap soal harus menggunakan bahasa yang sesuai dengan kaidah bahasa Ingris. 2. Setiap soal harus menggunakan bahasa yang komunikatif. 3. Pilihan jawaban jangan mengulang kata atau frase yang bukan merupakan satu kesatuan pengertian. Uraian di atas dapat disimpulkan bahwa soal pilihan ganda
adalah soal yang sudah disediakan beberapa alternatif jawaban tetapi hanya ada satu jawaban yang benar.
B. Pembimbingan Pembimbingan
adalah
tindakan
pengawas
sekolah
dalam
membantu, mengarahkan dan mengawasi kegiatan guru selama proses pembelajaran agar tujuan pembelajaran bisa tercapai. Setiap orang mempunyai karakteristik yang berbeda satu dengan yang lainnya. Perbedaan karakteristik menuntut pengawas sekolah memberikan bimbingan yang sesuai dengan karakteristik guru. Ini diharapkan keterampilan guru membuat siswa aktif dalam pembelajaran dapat ditingkatkan melalui pembimbingan pengawas sekolah. Cullen menyebutkan enam tugas penting yang harus dilakukan sebagai pembimbing, yaitu:
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a. Memunculkan kredibilitas, yaitu kejujuran, kompeten, inspirasi, dan visi. b. Mengatur dan mengemukakan tujuan dan harapan c. Memiliki rencana agar berhasil. d. Memunculkan kinerja diri dan mempermudah pekerjaan. e. Memberi contoh. f. Memotivasi,
membangun
moral
dan
melakukan
hubungan
interpersonal. Berdasarkan teori di atas, dapat disimpulkan bahwa yang dimaksud pembimbingan adalah pertemuan antara pengawas sekolah dan guru secara individu/kelompok dalam hubungan yang akrab dimana pengawas sekolah memposisikan diri sebagai fasilitator yang dapat memberi motivasi, membantu, dan memberi contoh sehingga guru merasa dihargai, dibantu, dan dapat mengeluarkan pendapatnya tanpa rasa takut, tanpa konflik.
C. Email Email adalah singkatan dari Elektronic Mail, merupakan surat elektronik berformat digital yang ditulis dengan menggunakan computer. Surat tersebut dikirim dengan menggunakan jaringan komputer atau juga bisa dengan koneksi internet, yang dapat menghubungkan jaringan-jaringan komputer yang ada di dunia, yang mampu menyampaikan surat elektronik tersebut dengan waktu yang cepat. Dengan demikian email adalah surat elektronik yang dikirim melalui jaringan komputer/internet. Baik pengirim maupun penerima harus mempunyai alamat email yang terdaftar di internet.
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D. Kerangka Pikir Fakta yang ada menunjukkan bahwa kemampuan guru menyusun soal pilihan ganda masih belum memuaskan. Pengawas sekolah melakukan pembimbingan kepada guru Bahasa Inggris SMA setelah mengamati beberapa soal pilihan ganda yang disusun oleh guru. Berdasarkan pembimbingan
penjelasan
oleh
di
pengawas
atas, sekolah
dapat dapat
diduga
bahwa
meningkatkan
kemampuan guru menyusun soal pilihan ganda dengan baik. Kerangka pikir peneliti tercermin dalam diagram di bawah ini.
Akar masalah Kemampuan guru menyusun soal pilihan ganda masih belum memuaskan.
Penyebab
Pemecahan Masalah
Kurangnya pembimbingan terhadap Guru
Hasil Pembimbingan Guru mendapatkan pengetahuan, termotivasi, merasa dihargai, dan lebih bersemangat sehingga: 1. kemampuan menyusun soal pilihan ganda menjadi lebih baik, 2. tindakan pembimbingan dari peneliti nampak maksimal.
Pengawas Sekolah melakukan pembimbingan lewat email berdasarkan hasil pengamatan
Tugas Pengawas Sekolah dalam Membimbing 1. Memunculkan kredibilitas, yaitu kejujuran, kompeten, inspirasi, dan visi. 2. Mengatur dan mengemukakan tujuan dan harapan. 3. Memiliki rencana agar berhasil. 4. Memunculkan kinerja diri dan mempermudah pekerjaan. 5. Memberi contoh. 6. Memotivasi, membangun moral dan melakukan hubungan interpersonal.
Diagram 1 Kerangka Pikir tentang Alur Permasalahan dan Pemecahannya
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BAB III METODE PENELITIAN
A. Setting Penelitian 1. Lokasi Penelitian Penelitian tindakan ini dilaksanakan di Sekolah Menengah Atas di wilayah Kabupaten Pati. Terdapat 26 SMA di Kabupaten Pati. Di setiap sekolah pasti ada guru Bahasa Inggris. Mengingat keterbatasan waktu dan biaya, penelitian ini tidak dilaksanakan di semua sekolah. Sekolah yang menjadi tempat penelitian ini terdiri dari sekolah negeri dan swasta, yaitu 8 sekolah negeri dan 6 sekolah swasta. Semua sekolah negeri dipilih menjadi tempat penelitian. Sedangkan sekolah swasta hanya ada 6 sekolah yang menjadi tempat penelitian. Khusus sekolah swasta dipilih secara acak.
2. Waktu Penelitian Waktu penelitian dilakukan pada semester genap tahun 2014/2015. Kegiatan penelitian dimulai dari penyusunan proposal, pembuatan instrumen, pencarian data awal, pelaksanaan
tindakan
siklus I, pelaksanaan tindakan siklus II, pembahasan, dan penulisan laporan. Berikut ini adalah rincian waktu penelitian. Tabel 3.1 Rincian Waktu Penelitian No
Kegiatan
Waktu
1
Penyusunan proposal
Minggu I Januari 2014
2
Pembuatan instrumen
Minggu II Januari 2014
3
Pencarian data awal
Minggu III Januari 2014
4
Pelaksanaan tindakan siklus 1
Minggu IV Januari s/d Minggu IV Februari 2014
5
Pelaksanaan tindakan siklus II
Minggu I s/d IV Maret 2014
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6
Pembahasan
Minggu I s/d III April 2014
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Penyusunan laporan
Minggu IV April s/d Minggu I Mei 2014
B. Subyek Penelitian Subyek penelitian adalah guru Bahasa Inggris SMA di Kabupaten Pati. Jumlah responden ada 28 orang. Mereka dipilih secara acak. Sebagai kolaborator adalah teman sejawat pengawas sekolah. Sewaktu-waktu peneliti melakukan pembimbingan, kolaborator siap mengamati. Daftar subyek penelitian dapat dilihat di lampiran.
C. Sumber Data 1. Data Kemampuan Guru Menyusun Soal Pilihan Ganda Sumber data variabel kemampuan guru menyusun soal pilihan ganda adalah soal-soal pilihan ganda yang disusun oleh responden. Data kemampuan guru menyusun soal pilihan ganda diperoleh dari penilaian terhadap soal-soal pilihan ganda yang dikirimkan melalui email. Data tersebut diperoleh dengan menggunakan lembar penilaian. 2. Data Tindakan Pembimbingan Sumber data variabel keberhasilan tindakan pembimbingan yang dilakukan peneliti adalah hasil pengamatan kolaborator terhadap peneliti ketika peneliti sedang melakukan pembimbingan terhadap subyek penelitian melalui email. Kolaborator menilai tindakan pembimbingan peneliti dengan menggunakan lembar pengamatan.
D. Teknik dan Alat Pengumpul Data 1. Data Kemampuan Guru Menyusun Soal Pilihan Ganda Teknik pengumpulan data variabel kemampuan guru dalam menyusun soal pilihan ganda dilakukan dengan menilai soal-soal yang disusun oleh guru yang dikirimkan lewat email. Kualitas soal pilihan
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ganda yang disusun guru akan menggambarkan kemampuan guru dalam menyusun soal pilihan ganda. Soal pilihan ganda akan diamati dan dinilai kualitasnya dengan berpedoman pada beberapa aspek berikut ini: 1. Soal harus sesuai dengan kompetensi dasar. 2. Pilihan jawaban harus homogen dan logis. 3. Setiap soal harus mempunyai satu jawaban yang benar. 4. Pokok soal tidak memberi petunjuk ke arah jawaban benar. 5. Panjang rumusan pilihan jawaban harus relatif sama. 6. Butir soal tidak bergantung pada jawaban soal sebelumnya.
Instrumen Penilaian Kemampuan Guru Menyusun Soal Pilihan Ganda dapat dilihat di lampiran.
2. Data Tindakan Pembimbingan Pengumpulan
data
variabel
keberhasilan
tindakan
pembimbingan dilakukan menggunakan teknik pengamatan. Instrumen pengamatan tindakan pembimbingan terdiri dari komponen rencana bimbingan, materi bimbingan, dan pelaksanaan bimbingan. Masingmasing komponen dikembangkan menjadi beberapa aspek. Aspekaspek tersebut diharapkan dapat menjadi acuan bagi pengamat untuk mengatakan apakah tindakan pembimbingan yang dilakukan oleh peneliti
berhasil
maksimal
atau
kurang
maksimal.
Instrumen
Pengamatan Tindakan Pembimbingan dapat dilihat di lampiran. Skor yang terdapat dalam instrumen pengamatan tindakan pembimbingan menggunakan skala Likert. Skor 1 menggambarkan bahwa pembimbingan tidak maksimal, 2 berarti kurang maksimal, 3 menggambarkan cukup maksimal dan 4 menunjukkan pembimbingan nampak maksimal.
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E. Validasi /Triangulasi Data Dengan terlebih dahulu membuat kisi-kisi instrumen, data yang diambil dengan instrumen tersebut telah memenuhi validitas isi. Sedangkan proses triangulasi data untuk data keberhasilan pembimbingan, dilakukan dengan mencari lebih dari satu sumber. Data hasil pembimbingan diperoleh dari pengamatan kolaborator (teman sejawat) terhadap peneliti, dan dari hasil pengamatan yang dilakukan oleh salah satu subyek penelitian. Data keduanya kemudian dirata-rata menjadi data tindakan pembimbingan.
F. Analisis Data 1. Data Kemampuan Guru Menyusun Soal Pilihan Ganda Instrumen penilaian kemampuan guru menyusun soal pilihan ganda meliputi 6 aspek yang menjadi pusat penilaian. Perolehan skor 6-10 atau 25%-41,66% kategori tidak baik, 11-15 atau 45,83% kategori kurang baik, skor 16-20 atau 66,66%-83,33% kategori cukup baik, dan skor 21-24 atau 87,5%-100% kategori baik.
2. Data Tindakan Pembimbingan Instrumen pengamatan bimbingan meliputi 8 aspek yang menjadi pusat pengamatan. Perolehan skor 8 - 13 atau 25%-40,62% katagori tidak maksimal, skor 14-19 atau 43,75%-59,37% kategori kurang maksimal, skor 20-25 atau 62,5%-78,12% katagori cukup maksimal, dan skor 26-32 atau 81,25%-100% katagori maksimal. Perhatikan diagram rentang skor di bawah ini.
G. Prosedur Penelitian Penelitian tindakan ini dilakukan melalui tindakan pembimbingan sebanyak 2 siklus. Tiap-tiap siklus terdiri dari 4 tahap yaitu: perencanaan, pelaksanaan, pengamatan/evaluasi, dan refleksi. Tahap kegiatan siklus 1 dan 2 dapat digambarkan dalam gambar diagram di bawah ini.
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Perencanaan Refleksi
SIKLUS I
Pelaksanaan
Pengamatan dan Evaluasi Perencanaan
Refleksi
SIKLUS II
Pelaksanaan
Pengamatan Dan Evaluasi
? Sumber: (Dirjen PMPTK, 2009: 15)
Diagram 2 Pola Kegiatan Siklus 1 dan 2
Tindakan pada penelitian ini adalah melakukan pembimbingan tentang bagaimana menyusun soal pilihan ganda. Prosedur penelitian secara rinci adalah sebagai berikut: 1. Pencarian data awal kemampuan guru menyusun soal pilihan ganda. 2. Kegiatan siklus I a. Perencanaan Peneliti melakukan koordinasi dengan subjek penelitian dan kolaborator untuk menentukan langkah-langkah pembimbingan. Memperbanyak
lembar
pengamatan
yang akan digunakan.
Menentukan tempat dan waktu pembimbingan, dan menyiapkan materi bimbingan. b. Pelaksanaan tindakan Pelaksanaan tindakan pada siklus I peneliti akan melakukan pembimbingan terhadap guru tentang bagaimana menyusun soal pilihan ganda yang baik.
19
c. Pengamatan/evaluasi Langkah pengamatan ini berisi laporan kegiatan kolaborator dalam mengamati peneliti sewaktu melakukan tindakan pembimbingan. Pengamatan juga dimaksudkan dalam melakukan evaluasi atau penilaian kemampuan menyusun soal pilihan ganda. d. Refleksi Pada kegiatan refleksi ini akan dibahas kelebihan, kekurangan, dan saran-saran dalam diskusi antara peneliti, kolaborator, dan subyek penelitian. Membandingkan data hasil siklus I dengan data awal dan menentukan rencana kegiatan siklus II. 3. Kegiatan siklus II a. Perencanaan Pada kegiatan perencanaan antara lain menyiapkan materi yang masih lemah, melakukan koordinasi dengan kolaborator dan subyek penelitian tentang waktu pembimbingan. b. Pelaksanaan tindakan Peneliti melaksanakan tindakan pembimbingan terhadap subyek disaksikan kolaborator. c. Pengamatan/evaluasi Berisi kegiatan penilaian tingkat kemampuan guru menyusun soal pilihan ganda sebagai hasil bimbingan. Selain itu, berisi laporan kolaborator dalam mengamati peneliti. Pengamatan dilakukan juga oleh salah satu subyek penelitian sebagai triangulasi data. d. Refleksi Kegiatan refleksi berisi diskusi antara peneliti, kolaborator, dan subyek penelitian dalam membahas keberhasilan dan ketidak berhasilan kegiatan siklus II dan membandingkannya dengan data siklus I.
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4. Pembahasan Dalam kegiatan ini akan dibahas data hasil pengamatan dengan indikator keberhasilan.
G. Indikator Keberhasilan Tindakan dalam penelitian ini dapat dikatakan berhasil jika: 1. terdapat bukti adanya peningkatan kemampuan menyusun soal pilihan ganda setelah mendapatkan pembimbingan; 2. terdapat bukti nyata bahwa minimal 75% guru Bahasa Inggris memiliki kemampuan menyusun soal pilihan ganda dalam kategori baik; 3. tindakan pembimbingan dari peneliti minimal mendapat skor 26 atau 81,25% atau termasuk kategori maksimal. Agar lebih jelas, perhatikan diagram/bagan berikut.
Akar masalah Kemampuan guru menyusun soal pilihan ganda kurang memuaskan
Penyebab
Pemecahan Masalah
Kurangnya pembimbingan bagaimana menyusun soal pilihan ganda yang baik
Akan dilakukan tindakan pembimbingan oleh pengawas sekolah
Indikator Keberhasilan
Rumusan Masalah Penelitian
1. Terdapat bukti adanya peningkatan kemampuan menyusun soal pilihan ganda setelah mendapatkan pembimbingan dari pengawas sekolah. 2. Terdapat bukti nyata bahwa minimal 75% guru Bahasa Inggris SMA mampu menyusun soal pilihan ganda dalam kategori baik. 3. Tindakan pembimbingan dari peneliti minimal mendapat skor 26 atau 81,25% atau termasuk kategori maksimal.
1. Apakah kemampuan guru menyusun soal pilihan ganda dapat ditingkatkan melalui pembimbingan lewat email oleh pengawas sekolah? 2. Seberapa jauh kemampuan guru menyusun soal pilihan ganda dapat ditingkatkan melalui pembimbingan lewat email oleh pengawas sekolah? 3. Bagaimanakah tindakan pembimbingan yang dilakukan oleh pengawas sekolah?
Diagram 3 Rumusan Masalah dan Indikator Keberhasilan
21
BAB IV HASIL TINDAKAN DAN PEMBAHASAN
A. Deskripsi Kondisi Awal Kemampuan Guru Menyusun Soal Pilihan Ganda Berdasarkan hasil survey yang dilakukan sebelum melaksanakan bimbingan, kondisi awal menunjukkan bahwa hanya ada 35,71% guru Bahasa Inggris SMA yang mampu menyusun soal pilihan ganda dengan kategori baik. Sedangkan yang lain masih berada dalam kategori belum baik. Lebih jelasnya dapat dilihat pada tabel di bawah ini. Tabel 4.1 Kondisi Awal Kemampuan Guru Menyusun Soal Pilihan Ganda No. 1. 2. 3. 4.
Kategori Baik Cukup Baik Kurang Baik Tidak Baik
Skor 21-24 16-20 11-15 6-10
Responden 10 9 6 3
% 35,71% 32,14% 21,42% 10,71%
Sumber: Hasil survey dan evaluasi
B. Deskripsi Siklus I 1. Perencanaan Tindakan Peneliti mempersiapkan materi untuk pembimbingan tentang bagaimana cara menyusun soal pilihan ganda yang baik. Materi ini dijadikan acuan atau pedoman bagi subyek penelitian dalam menyusun soal pilihan ganda. Disamping itu, peneliti menyiapkan instrumen penilaian kemampuan menyusun soal pilihan ganda. Bersama kolaborator dan subyek penelitian, peneliti melakukan koordinasi mengenai waktu pelaksanaan tindakan pembimbingan. 2. Pelaksanaan Tindakan Tindakan pembimbingan dilaksanakan mulai dari memberikan penjelasan tentang bagaimana cara menyusun soal pilihan ganda yang
22
baik. Pembimbingan pada siklus I ini berdasarkan hasil pengamatan dan penilaian terhadap soal-soal yang disusun oleh guru. Peneliti mengamati dan menilai soal-soal tersebut berdasarkan Instrumen Penilaian Kemampuan Guru Menyusun Soal Pilihan Ganda. Kolaborator selalu menyaksikan dan mencermati pembimbingan yang dilakukan peneliti pada saat memberikan bimbingan. 3. Hasil Pengamatan Pengamatan yang dilakukan peneliti terhadap kemampuan guru menyusun soal pilihan ganda menggunakan instrumen penilaian kemampuan guru menyusun soal pilihan ganda. Sedangkan kolaborator menggunakan instrumen pengamatan tindakan pembimbingan dalam mengamati peneliti selama memberikan bimbingan. Hasil pengamatan terhadap kemampuan guru menyusun soal pilihan ganda dapat dilihat pada tabel 4.2. Tabel 4.2 Kemampuan Guru Menyusun Soal Pilihan Ganda Siklus I No. 1. 2. 3. 4.
Kategori Baik Cukup Baik Kurang Baik Tidak Baik
Skor 21-24 16-20 11-15 6-10
Responden 17 8 3 -
% 60,71% 28,57% 10,71% -
Sumber: Hasil Pengamatan
Hasil pengamatan dari kolaborator dan seorang responden yang selalu mengamati pembimbingan dapat dilihat pada tabel di bawah ini. Tabel 4.3 Hasil Pengamatan Tindakan Pembimbingan Siklus 1 No
Pengamat
1
Kolaborator
2
Subyek Penelitian Rata-Rata
Tindakan pembimbingan Skor Skor ProsenMaksimal Perolehan tase 32 25 78,12% 32
Keterangan
26
81,25%
Triangulasi
25,5
79,68%
Cukup maksimal
Sumber: Hasil pengamatan
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Terlihat bahwa skor tindakan pembimbingan dari kolaborator 25 atau 78,12%, sedangkan seorang subyek penelitian memberikan skor 26 atau 81,25%. Rata-rata dari kedua pengamat tersebut sebagai skor tindakan pembimbingan adalah 25,5 atau 79,68%, sehingga masih termasuk kategori pembimbingan cukup maksimal. 4. Refleksi Refleksi hasil tindakan pada siklus I dilakukan peneliti bersama dengan subyek penelitian dan kolaborator. Peneliti menyatakan hasil evaluasi kemampuan menyusun soal pilihan ganda dan kolaborator mengemukakan kekurangan dan kelebihan dari tindakan pembimbingan yang dilakukan peneliti. Agar mengetahui lebih jelas apakah kemampuan menyusun soal pilihan ganda meningkat, di bawah ini dapat dilihat perbandingan antara hasil pengamatan pada akhir siklus 1 dan kondisi awal. Tabel 4.4 Rata-Rata Data Awal dan Data Akhir Siklus 1 No 1
2
Data Kemampuan menyusun soal pilihan ganda: -Baik -Cukup Baik -Kurang Baik -Tidak Baik Tindakan pembimbingan
Data Awal
Siklus 1
35,71% 32,14% 21,42% 10,71%
60,71% 28,57% 10,71% -
-
79,68%
Kenaikan
Katagori
25% -3,57% -10,71% -10,71% Cukup maksimal
Tabel tersebut secara keseluruhan menunjukkan adanya peningkatan kemampuan menyusun soal pilihan ganda meskipun belum sesuai dengan yang diharapkan. Peningkatan terjadi pada kategori baik, yang dulunya 35,71% meningkat menjadi 60,71%, berarti ada peningkatan 25%. Kategori cukup baik terjadi penurunan, yang tadinya 32,14% turun menjadi 28,57%, berarti ada penurunan 3,57%. Kategori
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kurang baik menurun dari 21,42% menjadi 10,71%, berarti turun 10,71%. Sedangkan kategori tidak baik menurun dari 10,71 menjadi kosong, berarti turun 10,71%. Sedangkan tindakan pembimbingan mencapai 79,68%, berarti pembimbingan
berada
dalam
kategori
cukup
maksimal.
Ini
menunjukkan bahwa pembimbingan masih belum sesuai dengan harapan. Hasil siklus I tersebut masih belum memuaskan sehingga peneliti akan meneruskan dengan kegiatan pembimbingan siklus II.
C. Deskripsi Hasil Siklus II 1. Perencanaan Tindakan Setelah melakukan refleksi antara peneliti dengan kolaborator, dan subjek penelitian, peneliti merencanakan tindakan pada siklus II. Materi yang disiapkan peneliti adalah tentang mengintensifkan pembimbingan bagaimana mendorong tersusunnya soal pilihan ganda yang lebih baik dan efektifitas pembimbingan. Pembimbingan akan lebih diefektifkan dengan memberikan komentar-komentar yang lebih jelas sehingga lebih mudah dipahami. 2. Pelaksanaan Tindakan Pelaksanaan
pembimbingan
siklus
II
diawali
dengan
mengirimkan materi tentang bagaimana menyusun soal pilihan ganda yang sudah diperbaharui dan ditambah beberapa penjelasan yang lebih operasional. Pembimbingan disesuaikan dengan permasalahan yang dihadapi oleh masing-masing guru Bahasa Inggris SMA. 3. Hasil Pengamatan Hasil pengamatan menunjukkan bahwa responden lebih antusias dan cermat dalam menyusun soal pilihan ganda dan mengirimkannya lewat email sesuai waktu yang disepakati bersama.
25
Hasil penilaian kemampuan guru menyusun soal pilihan ganda menunjukkan adanya peningkatan. Hasil selengkapnya dapat dilihat pada tabel 4.5 di bawah ini: Tabel 4.5 Kemampuan Guru Menyusun Soal Pilihan Ganda Siklus II No. 1. 2. 3. 4.
Kategori Baik Cukup Baik Kurang Baik Tidak Baik
Skor 17-20 13-16 9-12 5-8
Responden 23 5 -
% 82,14% 17,85% -
Sumber: Hasil Pengamatan
Data pengamatan tindakan pembimbingan pada siklus II diperoleh menunjukkan bahwa rata-rata skor pembimbingan adalah 27,5 atau 85,93%, termasuk kategori maksimal. Agar lebih jelas, tingkat/kualitas pembimbingan dapat dilihat pada tabel di bawah ini. Tabel 4.6 Hasil Pengamatan Tindakan Pembimbingan Siklus II No
Pengamat
1
Kolaborator
2
Subyek Penelitian Rata-Rata
Tindakan pembimbingan Skor Skor ProsenMaksimal Perolehan tase 32 28 87,50% 32
Keterangan
27
84,37%
Triangulasi
27,5
85,93%
Maksimal
Sumber: Hasil pengamatan
4. Refleksi Sebagian besar subyek penelitian pada kegiatan refleksi akhir siklus II merasa puas karena kemampuan mereka menyusun soal pilihan ganda dapat mencapai target kategori baik. Namun masih ada subyek penelitian yang belum mencapai tingkat baik. Hasil penilaian kemampuan menyusun soal pilihan ganda dan pembimbingan Siklus I dan II dapat dilihat pada tabel berikut ini.
26
Tabel 4.7 Kemampuan Guru Menyusun Soal Pilihan Ganda dan Pembimbingan Siklus I dan II No
Data
Siklus I
Siklus II
Kenaikan
1
Kemampuan Guru Menyusun Soal Pilihan Ganda: -Baik -Cukup Baik -Kurang Baik -Tidak Baik Tindakan Pembimbingan
60,71% 28,57% 10,71% 79,68%
82,14% 17,85% 85,93%
21,43% 10,72% 10,71% -
2
Katagori
Maksimal
Tabel di atas menunjukkan bahwa telah terjadi peningkatan kemampuan guru Bahasa Inggris SMA menyusun soal pilihan ganda. Pelaksanaan tindakan pembimbingan mengalami peningkatan, dari 79,68% menjadi 85,93%. Berdasarkan hasil penelitian di atas, dapat dirangkum ke dalam tabel 4.8 yaitu membandingkan masing-masing variabel dari Data Kondisi Awal, Data Siklus I, dan Data Siklus II. Tabel 4.8 Data Awal, Siklus I dan Siklus II No
Data Penelitian
1
Kemampuan Guru Menyusun Soal Pilihan Ganda: -Baik -Cukup Baik -Kurang Baik -Tidak Baik Tindakan Pembimbingan
2
Data Awal
Siklus I
Siklus II
35,71% 32,14% 21,42% 10,71%
60,71% 28,57% 10,71% -
82,14% 17,85% -
-
79,68%
85,93%
Kategori
Maksimal
Tabel di atas menunjukkan bahwa penelitian tindakan sekolah untuk meningkatkan kemampuan guru menyusun soal pilihan ganda telah berhasil. Hal ini dibuktikan dengan adanya peningkatan kemampuan guru menyusun soal pilihan ganda.
27
Begitu juga tindakan pembimbingan mengalami peningkatan menjadi maksimal, yang semula cukup maksimal. Hal ini tidak terlepas dari kerjasama antara peneliti dan subyek penelitian. Hasil secara keseluruhan dapat dilihat pada diagram di bawah ini.
Diagram 6 Perbandingan Data Kondisi Awal, Siklus I dan Siklus II
28
BAB V PENUTUP
A. Simpulan Berdasarkan uraian hasil dan pembahasan di atas dapat disimpulkan bahwa: 1. kemampuan guru Bahasa Inggris SMA Kabupaten Pati menyusun soal pilihan ganda dapat ditingkatkan melalui pembimbingan lewat email oleh Pengawas Sekolah. 2. 82,14%
guru Bahasa Inggris SMA Kabupaten Pati memiliki
kemampuan menyusun soal pilihan ganda dalam kategori baik setelah mendapatkan pembimbingan lewat email oleh pengawas sekolah. 3. tindakan pembimbingan yang dilakukan pengawas sekolah termasuk dalam kategori maksimal.
B. Implikasi/Rekomendasi Implikasi dari penelitian ini adalah bahwa pembimbingan lewat email oleh pengawas sekolah berhasil meningkatkan kemampuan guru Bahasa Inggris SMA Kabupaten Pati menyusun soal pilihan ganda yang baik. Guru harus selalu meningkatkan kemampuannya dalam menyusun soal pilihan ganda agar siswa terbiasa menghadapi dan menyelesaikan soal pilihan ganda yang berkualitas tinggi. Dengan demikian siswa akan memiliki prestasi belajar sesuai yang diharapkan. Pengawas sekolah lain yang menghadapi permasalahan yang sama dapat mengadopsi langkah-langkah pembimbingan yang dilakukan peneliti karena terbukti dapat meningkatkan kemampuan guru menyusun soal pilihan ganda. Begitu juga kepala sekolah dan guru senior dapat mengadopsi cara ini bila mempunyai masalah yang sama dengan peneliti.
29
DAFTAR PUSTAKA
Arikunto, Suharsimi. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Yogyakarta: Penerbit Rineka Cipta. Cullen, Jack., Len D’Innocenzo, (terjemahan), (2004). Memaksimalkan Kinerja. Yogyakarta: Tugu Publisher. Depdikbud, (1993). Pedoman Bimbingan Guru dalam Kegiatan Belajar Mengajar, Dirjendikdasmen. Hamalik, Oemar. (2009). Proses Belajar Mengajar. Jakarta: Bumi Aksara. Imron, Ali, (2009). Penelitian Tindakan Sekolah untuk Kepala Sekolah dalam rangka Peningkatan Kinerja Pembelajaran, Dirjen PMPTK, Depdiknas. Sukardi, (2003). Metodologi Penelitian Pendidikan, Kompetensi dan Praktiknya, Jakarta: Bumi Aksara.
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Lampiran 1
Instrumen Penilaian Kemampuan Guru Menyusun Soal Pilihan Ganda No 1 2 3 4 5 6
Aspek yang dinilai Soal harus sesuai dengan kompetensi dasar Pilihan jawaban harus homogen dan logis Setiap soal harus mempunyai satu jawaban yang benar Pokok soal tidak memberi petunjuk ke arah jawaban benar Panjang rumusan pilihan jawaban harus relatif sama Butir soal tidak bergantung pada jawaban soal sebelumnya Jumlah
Skor 1234 1234 1234 1234 1234 1234
31
Lampiran 2
Instrumen Pengamatan Tindakan Pembimbingan
No
Komponen
A.
Rencana
Peneliti memiliki rencana
1 2 3 4
bimbingan
Peneliti mengemukakan tujuan
1 2 3 4
Materi
Penjelasan ketrampilan membuat siswa aktif 1 2 3 4
bimbingan
Hasil pengamatan pelaksanaan pembelajaran 1 2 3 4
B.
C.
Aspek
Skor
Pelaksanaan Menunjukkan kompetensi peneliti
1 2 3 4
bimbingan
Mempermudah pekerjaan subyek
1 2 3 4
Membangun komunikasi dengan subyek
1 2 3 4
Menghargai hasil kerja subyek
1 2 3 4
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Lampiran 3
Rekapitulasi Hasil Penilaian Kemampuan Guru Menyusun Soal Pilihan Ganda Siklus I
Responden
R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22 R23 R24 R25 R26 R27 R28
I
II
4 3 4 3 3 3 3 4 4 2 4 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4
3 2 4 3 3 3 2 4 4 2 3 3 4 4 4 3 4 4 4 3 4 4 4 4 4 3 4 4
Aspek yang diamati III IV
4 3 4 2 3 3 2 3 4 2 3 3 3 4 4 3 3 3 4 3 4 3 4 4 4 3 4 3
4 3 4 2 3 3 3 3 4 2 3 4 4 4 4 3 3 3 4 3 3 3 4 4 4 3 3 3
V
VI
3 2 4 3 3 2 2 4 4 3 3 4 4 4 4 2 3 3 3 4 4 3 4 4 4 2 3 4
4 2 4 3 3 2 2 3 4 2 3 3 3 4 4 2 3 4 4 3 4 4 4 3 4 2 3 3
Total Skor 22 15 24 16 18 16 14 21 24 13 19 21 22 24 24 16 20 21 23 20 23 21 24 23 24 17 21 21
33
Lampiran 4
Rekapitulasi Hasil Pengamatan Tindakan Pembimbingan Siklus I No. A
Komponen Rencana bimbingan
Aspek Peneliti memiliki rencana Peneliti mengemukakan
Kolaborator Kolaborator 1 2 3 3 3
4
4
4
3
3
3
3
3
3
3
3
3
3
25
26
tujuan B
Materi bimbingan
Penjelasan ketrampilan membuat siswa aktif Hasil pengamatan pelaksanaan pembelajaran
C
Pelaksanaan bimbingan
Menunjukkan kompetensi peneliti Mempermudah pekerjaan subyek Membangun komunikasi dengan subyek Menghargai hasil kerja subyek Total Skor
34
Lampiran 5 Rekapitulasi Hasil Penilaian Kemampuan Guru Menyusun Soal Pilihan Ganda Siklus II Responden
R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22 R23 R24 R25 R26 R27 R28
I
II
4 3 4 4 3 3 3 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
4 3 4 4 3 3 3 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
Aspek yang diamati III IV
4 4 4 3 3 3 2 4 4 3 4 4 4 4 4 3 3 4 4 3 3 4 4 4 4 4 4 4
4 3 4 3 3 3 3 4 4 3 3 4 3 4 4 3 3 3 4 3 4 4 4 4 4 3 4 3
V
VI
4 2 4 4 3 3 3 3 4 3 3 4 3 4 4 4 3 3 4 3 4 3 4 4 4 3 3 3
4 2 3 3 3 3 2 3 4 2 3 3 4 3 4 3 4 4 4 4 4 3 4 4 4 3 3 3
Total Skor 24 17 23 21 18 18 16 22 24 17 21 23 22 23 24 21 21 22 24 21 23 22 24 24 24 21 22 21
35
Lampiran 6
Rekapitulasi Hasil Pengamatan Tindakan Pembimbingan Siklus II No. A
Komponen Rencana bimbingan
Aspek Peneliti memiliki rencana Peneliti mengemukakan
Kolaborator Kolaborator 1 2 4 4 4
4
4
4
4
3
3
3
3
3
3
3
3
3
28
27
tujuan B
Materi bimbingan
Penjelasan ketrampilan membuat siswa aktif Hasil pengamatan pelaksanaan pembelajaran
C
Pelaksanaan bimbingan
Menunjukkan kompetensi peneliti Mempermudah pekerjaan subyek Membangun komunikasi dengan subyek Menghargai hasil kerja subyek Total Skor
36
Lampiran 7
Soal-Soal dan Komentar Pembimbing
37
38
39
Lampiran 8
Kumpulan Soal Pilihan Ganda Guru-Guru Bahasa Inggris SMA Kabupaten Pati
Soal Review Ulangan Akhir Semester Gasal Kelas XI Choose the correct answer! Text 1 Once upon a time there was a man who liked hunting very much. He often went to the forest to hunt any animal he met. One day he went hunting into the forest. He intended to shoot any animal he saw. He brought his gun with him. When he was searching for his prey, suddenly he saw a bird perching on a branch of a tree. It was a dove, suddenly an ant came and bit his foot. He was so startled that he didn’t shoot the dove. It was safe and then flew away. Several days later, the dove was flying over a lake. He saw an ant floating on the surface of the water. It was the ant that had saved the dove’s life from hunter. The ant was almost drowned. The dove got idea, he picked up a big leaf and dropped it onto the surface of the water near the ant. Luckily, the ant could get on the leaf. The ant tried to bring the leaf to the edge of the lake and landed on the ground. The ant was safe because the dove helped him. 1.
The main idea of paragraph 2 is that …. A. an ant saved the dove life B. the dove tried to avoid the hunter C. the dove was perching on a branch of a tree D. the hunter with his gun was seeking his prey E. the hunter was eager to shoot the animals in the forest
2.
The hunter was very … when the ant bit his foot. A. angry D. surprised B. furious E. disappointed C. shocked
3.
From the story we can conclude that both the ant and the dove are good example for human beings because …. A. the bird could fly over the lake B. the ant could land on the ground C. the ant could bite the hunter’s foot D. the hunter couldn’t shoot the dove E. they could help to save each other’s lives
4.
“ … suddenly he saw a bird perching on a branch of a tree.” (Paragraph 2). The underlined word means …. A. walking D. sitting B. blowing E. flying C. sleeping
40
5.
What is the type of the text above? A. Descriptive D. Report B. Explanation E. Narrative C. Analytical Exposition
6.
What is the purpose of the text? A. To persuade readers with a story. B. To explain about how a hunter works. C. To retell the events happened in the forest. D. To describe the characters of a hunter. E. To amuse readers with a story.
7.
What is the generic structure of the text? A. Orientation – events. B. Orientation – complication – resolution. C. Orientation – resolution – complication. D. Thesis – arguments – conclusion. E. General classification – descriptions.
Text 2 Good morning, everyone. We have ONE HOUR SUPER SALE program here In Himalaya Supermarket Today, you can get: 1 kg of sugar only Rp. 4,000.00 1 kg of pure palm cooking oil only Rp. 6,000.00 1 kg of fresh beef only Rp. 37,000.00 1 kg of eggs only Rp. 2,500.00 and still more. This one hour super sale will start at 2 p.m. So, get your shopping basket now. Take anything you want. Have a nice shopping, thank you. 8.
What is the announcement about? A. Cheap prices for certain stuff B. Buy two, get one for free C. One Hour Super Sale program D. A big sale program E. Super stuff in cheap prices
9.
When will the program end? A. One hour D. At 2 p.m. B. Two hours E. At 3 p.m. C. Two and half hours
Text 3 I personally believe that libraries are among humanity’s most important institutions for several reasons.
41
Firstly, most of humanity’s collective knowledge is stored in libraries. Secondly, libraries protect and preserve this knowledge. They also classify or group the materials into logical and easily available divisions. Furthermore, libraries make the materials available to everyone and even provide librarians to help us find what we need. Finally, libraries are our link to the past and our gift to the future. From the facts above, I conclude that libraries are important institutions for humanity. 10.
Libraries are among humanity’s most important institutions f or . . . reasons. A. One D. four B. Two E. five C. three
11.
They also classify or group the materials into logical and easily available divisions. (prg. 2, stc. 3). What does the word “They” refer to? A. Knowledge. D. Libraries. B. Materials. E. Divisions. C. Groups.
12.
Which statement is NOT TRUE based on the test? A. Libraries make the materials available to everyone. B. Libraries are among humanity’s most important institutions. C. All of humanity’s collective knowledge is stored in libraries. D. Libraries keep and store knowledge. E. Materials are classified into logical and easily available divisions.
13.
What do you call the text above? A. Analytical exposition D. Narrative B. Hortatory exposition E. Report C. Descriptive
14. The organization of the text is . . .. A. thesis – arguments – conclusion B. thesis – arguments – recommendation C. general statement – a sequence of explanations – closing D. identification – descriptions E. general classification – descriptions 15. “From the facts above, I conclude that libraries are important institutions for humanity.” The last paragraph of the text is called the . . . A. orientation B. re-orientation C. thesis D. arguments E. reiteration
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Text 4 Is the color of your wall blur? Are you curious to what the best paint is? Trust ADIDAYA paint It gives the best color Your house will be light up! Get it in the nearest stores. ADIDAYA paint, the best paint anyone to trust! 16. What is the advertisement about? A. The best paint, named Adidaya. B. A blur house wall. C. A light up house wall. D. The best nearest store. E. How to choose the best paint. 17.
“…get it in the nearest stores.” (line 6) The word ‘it’ refers to … A. A house wall B. Blur color of a house wall C. The best paint D. Adidaya paint E. Your house
18.
“Is the color of your wall blur ?” The synonym of the underlined word is …. A. bright D. glare B. shiny E. obscure C. dim
Text 5 United Kingdom The United Kingdom is a constitutional monarchy comprising of four constituent countries; England, Wales, Scotland and Northern Ireland. The first three situated in Great Britain, which is an island that lies off the North West coast of Europe. The island is surrounded by the Atlantic Ocean to the west, and the North Sea to the east. Meanwhile, Northern Ireland is located in Ireland, which is an island that lies off the West Coast of Great Britain. The island consists of Northern Ireland and the Irish Republic. 19. The purpose of the text is . . . . A. To describe the United Kingdom B. To inform about the United Kingdom C. To retell about the United Kingdom D. To explain about the United Kingdom E. To persuade people about the United Kingdom 20. Which country is not situated in Great Britain? A. England B. Wales C. Scotland D. England, Wales and Scotland E. Northern Ireland
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Mid semester test kelas XII A. Reading Choose the correct answer based on the texts! Text 1 : Once upon a time, a rabbit wanted to cross a river but he could not swim. He had an idea. He saw a boss of crocodile swimming in the river. The rabbit asked the boss of crocodile, “How many crocodiles are there in the river?” The boss of crocodile answered, “We are twenty here.” “Where are they?” the rabbit asked for the second time. “What is it for?” the boss of crocodile asked. “All of you are good, nice, gentle and kind, so I want to make a line in order. Later I will know how kind you are,” said the rabbit. The boss of crocodile called all his friends and asked them to make a line in order from one side to the other side of the river. Just then, the rabbit started to count while jumping from one crocodile to another: one…two…three… until twenty, and finally, he thanked all crocodiles because he had crossed the river.
1. The story mainly tells us about …. A. twenty crocodiles B. a rabbit and twenty crocodiles C. the boss of the crocodile D. a rabbit and the boss of crocodile E. the boss of crocodile and all his friends 2. From the first paragraph we know that actually the rabbit wanted to …. A. cross the river B. swim across the river C. meet the boss of crocodile D. know where the crocodiles are E. know how kind the crocodiles are 3. Why did the rabbit thank to the crocodiles? A. Because he had got a lot of foods. B. Since he had crossed the river successfully. C. Because the boss of crocodile gave him something. D. Since he had counted the number of crocodiles in the river. E. Because he was jumping through the crocodiles happily. 4. “ … the rabbit started to count while jumping …” (paragraph 7, sentence 2 ) The word started is synonymous with …. A. told D. finished B. ended E. entered C. began 5. What is the genre of the text ? A. Report D. Narrative B. Recount E. Explanation C. Spoof
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Text 2 : How Chocolate Is Made Chocolate starts with a tree called the cacao tree. This tree grows in equatorial regions, especially in places such as South America, Africa, and Indonesia. The cacao tree produces a fruit about the size of a small pine apple. Inside the fruits are the tree seeds, also known as cacao beans. The beans are fermented for about a week, dried in the sun, and then shipped to the chocolate maker. The chocolate maker starts by roasting the beans to bring out the flavor. Different beans from different places have different qualities and flavor, so they are often sorted and blended to produce a distinctive mix. Next, the roasted beans are winnowed. Winnowing removes the meat nib of the cacao bean from its shell. Then the nibs are blended. The blended nibs are ground to make it a liquid. The liquid is called chocolate liquor. It tastes bitter. All seeds contain some amount of fat, and cacao beans are not different. However, cacao beans are half fat, which is why the ground nibs form liquid. It is pure bitter chocolate.
6. The text is about …. A. the process of making chocolate B. the cacao trees C. the cacao beans D. the flavor of chocolate E. the differences of chocolate 7. The second paragraph is discussed about …. A. where chocolate comes from B. the chocolate liquor C. the cacao fruits D. how to produce chocolate flour E. how to produce chocolate 8. “… so they are often sorted and blended to produce …” ( paragraph 2, sentence 3 ). The word sorted is similar to …. A. arranged D. distributed B. separated E. organized C. combined 9. What is the type of the text? A. Explanation D. Narrative B. Descriptive E. Report C. Recount 10. What tenses are used in the text? A. Past Tenses D. Past Perfect Tenses B. Causatives E. Present Tenses C. Direct Speech
Text 3 : On Wednesday, my students and I went to Yogyakarta. We stayed at Dirgahayu Hotel which is near Malioboro, the well-known area in Yogyakarta. On Thursday, we visited the temples in Prambanan. There are three big temples, the Brahmana, Syiwa and Wisnu temples. They are really amazing. We visited only Brahmana and Syiwa temples because Wisnu temple is being renovated. On Friday morning, we went to Yogyakarta keraton. We spent about two hours there. We were lucky because we were led by a smart and friendly guide. Then we continued our journey to Borobudur. We arrived there at 4 p.m. At 5 p.m. we heard an announcement that Borobudur gate was closed. In the evening, we left for Jakarta by a tour bus.
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11. Which statement is TRUE based on the text? A. During their trip to Yogyakarta, they live in a hotel far from Malioboro. B. They visited Brahmana, Wisnu and Syiwa temples in Prambanan. C. They went to keraton in the evening. D. The Borobudur gate was closed in the afternoon at 5 p.m. E. They left Yogyakarta on the day after they visited keraton. 12. “They are really amazing.” ( paragraph 2, sentence 3 ). The word “They” refers to …. A. the students and the writer B. Brahmana and Syiwa temples C. Syiwa and Wisnu temples D. the three temples E. the temples in Prambanan 13. Why didn’t they visit Wisnu temple? Because …. A. the gate was closed at 5 p.m. B. they were really amazed with the temples C. they had to leave for Jakarta that day D. it was too late E. it was being renovated 14. What is the type of the text? A. Narrative D. Explanation B. Recount E. Recount C. News Item Text 4 : The Jakarta Post, October 18, 2009 VACANCY Marketing Executive for Music School Qualifications : 1. 2. 3. 4. 5. 6.
Female / Male, max. 35 of age Active English both oral and written Min. 5 years experience for marketing in music school Highly interested in music / entertainment Attractive, initiative and pleasant personality Own vehicle Send your application to PO BOX 358 JKS 14022 or e-mail:
[email protected]
15. What is the text about? A. Information of teaching in a music school. B. Advertisement of vacancy in a music school. C. A notification for music school students. D. A memo of vacancy in a music school. E. A letter of recommendation. 16. Which thing is NOT the requirement of the vacancy? A. The applicant may be a man or woman. B. Applicant should speak and write in English actively.
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C. It needs people who have ever worked on that field minimum for 5 years. D. People who have good personality are needed for the position. E. It is not necessary if the applicant does not like music 17. Where is the advertisement published? A. At PO BOX 358 JKS 14002 B. At The Jakarta Post, October 18, 2009 C. At
[email protected] D. At a music school E. At a local magazine Text 5 : What Causes Weather? Weather is the physical condition of the atmosphere at a particular time. It includes temperature, air pressure and water content. Weather is produced when air moves from place to place. This moving air is known as wind. Winds are caused by warm air rising and cooler air moving to replace it. Warm air is usually less dense than cool air; therefore, it creates low air pressure. Cool air is more dense and creates high air pressure. Usually we have fine water when the air pressure is high, and we will have clouds, rain or snow when air pressure drops.
18. What is the purpose of the text? A. To retell about weather. B. To describe the steps of the formation of weather. C. To describe about weather. D. To amuse readers with the story about weather. E. To explain the process of the weather’s formation. 19. When do we find good weather? A. When air moves from place to place. B. When warm air is less dense than cool air. C. When air pressure is high. D. When there is moving air. E. When the air pressure drops. 20. The following statements are TRUE, except … A. A physical condition of the atmosphere at a particular time is called weather. B. Air movement from place to place is called wind. C. When air pressure drops, we usually have clouds. D. The moving air is called wind. E. Warm air is usually more dense than cool air. 21. “… therefore, it creates low air pressure.” ( paragraph 2, sentence 4 ). The word creates means …. A. changes D. moves B. makes E. breaks C. adds 22. The generic structure of the text is …. A. Orientation – Complication – Resolution B. General classifications – Descriptions C. Orientation – Events – Re-Orientation D. General statement – Sequences explanations E. Newsworthy events – Background events – Sources
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Text 6 : Once a fisherman named Batara Guru Sahala lived in Batak land. One day, he caught a fish. To his surprise, he found that the fish could talk. It begged Sahala to set free. Sahala did accordingly. As soon as the fish was free, it changed into a woman. She was so beautiful that the fisherman fell in love with her at once. He asked her to marry him. The woman agreed to marry Sahala. However, she told him that he must never let out the secret that she was once a fish. Sahala promised her that he would not tell anyone about it. They were happily married, and had two daughters. Every morning, Sahala went out fishing. His daughters would bring him his lunch. One day, on the way to their father’s fishing place, they felt very hungry and they ate their father’s meal. When they met their father, they told nothing about it. Knowing what they had done with his meal, the father got very angry. He shouted at them, saying, “You behaved exactly like the daughters of fish!” The girls did not know what their father meant. They went home and asked their mother about it. When they told her what he said, she was very annoyed. Although Sahala apologized to her later, she would not forgive him for breaking his promise. Then, the earth began tremble, and volcanoes started to erupt. The earth cracked to form a big hole, people said that this hole became Lake Toba.
23. What made Sahala break his promise ? A. He didn’t love his wife anymore. B. His daughters didn’t come to bring him his lunch. C. He was angry when his daughters ate his lunch. D. He was angry with his wife. E. He didn’t get any fish at all. 24. After reading the story we learn that …. A. children have to obey their parents B. secret matter can cause bitterness C. we should keep our promise D. it is good to own something that is not ours E. the problem can not be solved by asking forgiveness only 25. Which of these statements is TRUE according to the text ? A. Sahala’s wife was very angry that she did not forgive him. B. The secret was kept forever. C. Sahala gave up fishing after he got married. D. The daughters knew who their mother was before. E. Sahala was surprised when the fish talked, so he set it free. 26. Most of the sentences on the text above use … A. Past Tenses B. Future Tenses C. Present Tenses D. Passive Voice E. Present Perfect Tenses
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Text 7 : ANNOUNCEMENT Rules and Regulations for the camping participants : 1. Assemble at the school yard on Friday at 6 a.m. and report to the committee. 2. Bring the camping kits needed. 3. Bring foods and drinks as well as drugs / medicines. 4. Leave for the camping spot at 6.30 a.m. 5. Behave well either during the trip or at the camping spot. 6. Make good cooperation with the residents and the surroundings. 7. Keep the environment clean and healthy. 8. Follow the rules and regulations set by the committee. 9. Return to school on Sunday at 4 p.m.
27. Which statement is NOT TRUE according to the announcement above? A. Arrive punctually in agreement with the time arranged by the committee. B. Neglect the rules and regulations set by the committee. C. Bring everything they need during the camping activity. D. Maintain good relationship with the people around. E. Show good attitude all the time. 28. When will the camping program end? A. On Friday at 6 a.m. B. On Friday at 6.30 a.m. C. On Sunday at 6 p.m. D. On Sunday at 4 a.m. E. On Sunday at 4 p.m. 29. “Behave well either during the trip or at the camping spot.” The underlined word means …. A. tool C. area E. colour B. tent D. time 30. What SHOULD NOT we do during the camping? A. Make good relationship with the residents. B. Throw garbage everywhere. C. Bring the camping tools we need. D. Keep the cleanliness on camping area. E. Obey the rules and regulation set by the committee.
ENGLISH TEST FOR THE TWELFTH GRADE Reading : Text 1 Carnivorous plants, such as the sundew and the Venus-flytrap, are generally found in humid areas where there is an inadequate supply of nitrogen in the soil. In order to survive, these plants have developed mechanisms to trap insects within their foliage. They have digestive fluids to obtain the necessary nitrogen from the insect. These plants trap the insects in a variety of ways. The sundew has stick hairs on its leaves, when an insect lands on these leaves, it gets caught up in the sticky hairs, and the leaf wraps itself around the insect. The leaves of the Venus-flytrap function more likely a trap, snapping suddenly and forcefully shut around an insect.
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14. Where can the carnivorous plant be found ? a. in wet area b. in humid area c. in hot area
d. in the forest e. in many places of the world
15. What is the purpose of the text ? a. Persuade readers to visit the areas of carnivorous plants. b. Inform readers about the important of carnivorous plants. c. Describe about how carnivorous plants survive. d. Present a very useful information. e. To make the readers aware about this phenomenon. 16. What do the carnivorous plants do to survive ? a. Develop their leaves. b. Develop mechanism to trap insects within their foliage. c. Use digestive fluid. d. Obtain necessary nitrogen. e. Use sticky hairs. 17. What is the function of Venus-flytrap ? a. As a weapon. b. As a force. c. As a trap.
d. As wraps. e. As an illusion.
18. What is the function of digestive fluids ? a. To get the nitrogen. b. To attack insects. c. To protect from insects.
d. To develop mechanism. e. To catch the insects.
Text 2 : Dear Diary, I’m back home in Sacramento now. It feels good after a long journey from Seattle, though I really had a good time there. Guess I’ll let you know a bit what I did there. My cousin Linda and I went to a birthday party for a guy named Donald. Since I didn’t bring any fancy clothes, Linda and I went shopping earlier before the party. We went to JC Penny and Talbot. Finally I decided to buy a light green scarf and a long skirt with the same colour. Linda lent me her cream shirt. And we had fun putting on each other’s make up. Linda’s dad drove us to the party, which was in a café not far from her high school. The party started at 8 o’clock but when we arrived the place was packed. Anyway, Linda managed to introduce me to Donald. You know, I think he’s a nice guy and I really liked our conversation. We talked about many things from movies to football as well as Bush’s candidature for the next term. During the party, I was hoping he would introduce me to his girl but until midnight and when left it didn’t happen. So, dear Diary, I’ll cross my fingers, and will try to keep in touch with him. Wish me luck! 19. Where does the writer live ? a. At the same house as Linda b. Near Donald’s house c. In Seattle
d. Across from JC Penny and Talbot e. In Sacramento
20. What did the writer wear to the party ? a. Light green scarf and long skirt with cream shirt b. Light green scarf and shirt, cream long skirt. c. Light green scarf, shirt and long skirt. d. Cream scarf, light green long skirt and shirt. e. Cream long skirt, light green scarf and shirt. 21. Where was the party held ? a. At Linda’s high school. b. At Linda’s house.
d. In a café. e. Not far from the writer’s house
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c.
In Sacramento.
22. What did the writer think about Donald ? a. He was arrogant. b. He was interesting. c. He was selfish.
d. He was boring. e. He was humorous.
23. “ I’ll cross my fingers, and will try to keep in touch with him.” The underlined words means …. a. the writer will fold her or his finger d. the writer has bad habit b. the writer will pray to God e. the writer feels sympathy c. the writer feel disappointed Text 3 : The Stronger Man There was once a very famous general. He was a very strong fine tall men. He was fond of saying that he would give all the money in his purse to any man who was stronger than himself. One day, when the general was out riding with some friends, his horse stumbled and cast a shoe. There was led up to the door of a blacksmith. The blacksmith was also a fine tall man, with broad shoulders and strong arms. The general asked him to bring out one of his best horse-shoes. The blacksmith did so. Then the general, looking at it, said, “This is poor stuff. It will not stand work. Look here!” He took it in his strong hands, and with one twist, he broke the iron like a biscuit. For a moment the blacksmith looked at him. He brought out another shoe, which the general treated in the same way. Then, the general said, “I see it’s no use picking and choosing among such a trashy lot. Give me another shoe, and let me go away.” The blacksmith brought another shoe and fitted it on the horse. Then the general tossed him a gold coin. The blacksmith held it up to the light and said, “This coin of yours is poor stuff, my lord. Look here!” He took the coin between his finger and thumb, and with one pinch, he cracked it in two like a wafer. It was now the general’s turn to stare. He gave the man a second coin, and it was broken in the same way. Then the blacksmith said, “I see it’s no use picking and choosing such a trashy lot; give me another coin and we will say good bye.” The general looked at him, then burst into a laugh, “Fairly caught!” He then said, “My man, I promised all the money in my purse to anyone I met stronger than myself. Here it is; it is yours. Now come along with me and serve as smith in my army. You shall not repent having met me.” And the general was as good as his word. 24.
What would the general give if he met someone who was stronger than himself ? a. His purse. d. A lot of money. b. Coin. e. All his money. c. Stuff.
25.
“There was once a famous general.” What does the underlined word mean? a. Good. d. Popular. b. Exciting. e. Handsome. c. Ugly.
26.
What happened to the general’s horse ? a. Stumbled and cast a shoe. blacksmith. b. Its feet were hurt. c. Could not do anything. 27.
d.
Was led up to the house of a
e.
Could not walk.
What did the blacksmith do with the general’s coin ? a. He repaired it. d. He gave to another man.
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b. c. 28.
He cracked it in two. He sold it.
e.
He just looked at it.
Which statement is TRUE according to the text ? a. The general could not break one of the horse-shoes. b. The general was very unkind to the blacksmith. c. The general only gave a gold coin to the blacksmith. d. The blacksmith could not break the coin. e. The general gave the blacksmith all money in his purse.
Text 4 : Do you plan to study abroad? Don’t hesitate. Welcome to Cambridge University, an institution of higher education, is the second oldest university in Great Britain after the University of Oxford. It is located in the city of Cambridge. The University of Cambridge is a system of faculties, departments, and 31 independent colleges. You know, although the colleges and the university are separate corporations, all are parts of an integrated educational entity. The university examines candidates for degrees during their residencies and at the conclusion of their studies. The colleges provide their students with lodgings and meals, assign tutors, and offer social, cultural, and athletic activities. Every students at the university of Cambridge is a member of a college. Let’s see its academic year. The academic year is divided into three terms of approximately eight weeks each : Michaelas (autumn), Lent (late winter), and Easter (spring). Students required to study under supervisor are usually members of the college’s faculties who maintain close relationships with small groups of students in their charge and assist them in preparing for university exams. 29.
The author’s purpose of writing the text is …. a. to review a particular education system b. to commemorate a particular college c. to define a particular academic year
d. e.
to explain a particular way to study to describe a particular institution
30.
Which of the following statement is TRUE ? a. The academic year is held in four seasons in a year. b. Students in colleges are not members of the university. c. Students must not be in their residence during the terms. d. The students of Cambridge University have holidays in summer. e. University of Oxford is younger than the University of Cambridge.
31.
The second paragraph tells the readers about …. a. an integrated educational entity b. the examination for candidates’ degrees c. social activities in the university d. the criteria for the membership of the university e. the system in Cambridge University
32.
“The colleges provide their students with lodgings and meals, assign tutors, and .....…” ( paragraph 2, sentence 4 ). The underlined word means …. a. dormitories used for studying in groups b. places offered for doing some business c. spaces needed for discussion d. houses needed for taking a rest e. room rented to stay in
Text 5 : I’m surprised that Soekarno-Hatta airport was awarded the “No.4 clean toilet” position, while we all know that this airport has one of the dirtiest and smelliest toilet facilities. At Soekarno-Hatta, an airport which stays busy 24 hours a day, toilet attendees are gone by 10 p.m. and the toilets are an utter disgrace.
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I propose that toilet operators should teach and train employees how to do the job properly as these facilities should be cleaned and disinfected at regular intervals. People should also be educated not to squat on toilet pots. Signs should be put up on places which they can read to solve this problem. The toilet users should pay some money as long as the toilets are exceptionally clean and non-smelly. 33.
Which of the followings becomes the suitable title for the text above ? a. The Soekarno-Hatta airport is the “No.4 clean toilet”. b. The Soekarno-Hatta airport stays busy 24 hours a day. c. The Soekarno-Hatta airport was awarded the “No.4 clean toilet”. d. Should the Soekarno-Hatta airport be awarded the “No.4 clean toilet”? e. Should the Soekarno-Hatta airport stay busy 24 hours a day?
34.
“I propose that toilet operators should teach and train employees how to do the job properly … “ (paragraph 3) This statement is expressing …. a. a complaint d. a sympathy b. a suggestion e. a promise c. a conclusion
35.
“Signs should be put up on places which they can read to solve this problem.” What kind of sign should be put on the toilets ? a. The toilet attendees should clean the toilets at regular intervals. b. The toilet users should not squat on toilet pots. c. The toilet attendees should disinfect the toilets at regular intervals. d. The toilet attendees should not go home by 10 p.m. e. The toilet users should pay some money after using toilets.
36.
“Signs should be put up on places which they can read to solve this problem.” (paragraph 4). What does the word they refer to ? a. Signs d. People b. Toilet pots e. Places c. The problem
Text 6 : Abortion : Pro and Contra There has been a great deal of discussion on the problem of abortion in this country and abroad. The discussion includes is abortion legal or illegal? , is abortion morally justified or not? On the one hand, abortion is one of the method of birth control. When a country faces the problems of population explosion, the government should find methods to solve it. But since no methods of contraception is one hundred percent effective and successful, abortion becomes the only way out when prevention falls. On the other hand, abortion may cause many negative effects for women’s health. Women risk their health and lives in bearing the weight of the operation and its consequences. The most common complications are inflammation, interruption of menstrual patterns, infertility, endometriosis, myoma of the uterus and many other kind of ovary illnesses. Besides, the humanists say that abortion is a crime and against the law. So far, abortion becomes a dilemma for countries with a large number of citizens. On the one hand, it can control the birth rate but on the other hand, it brings terrible consequences, especially for the women’s health. 37.
38.
The main idea of the third paragraph is …. a. the advantages of abortion b. the benefits of birth control c. the good sides of operation
d. e.
the disadvantages of abortion the problem of population
Why is abortion chosen as one of the birth control method ? Because …. a. no contraception method is one hundred percent effective and successful b. a country has to overcome the problems of population explosion c. women risk their health and lives in bearing the weight of the operation d. abortion becomes a dilemma for countries with a large number of citizens e. the government should find methods to solve the overpopulation problem
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39.
A woman who does an abortion will … her health and life. a. suffer from d. cause b. prevent e. endanger c. control
40.
Which of the following statement is not true ? a. Abortion may lead to many kinds of ovary illnesses. b. The government should find a successful method of abortion. c. The operation on abortion is very risky and suffering. d. There are lots of people who disagree with the abortion. e. The government has not found a successful method of birth control.
Text 7 :
USEFUL TELEPHONE NUMBERS Campus Information ……………………. Health Centre …………………………… Housing Office …………………………... International Office ……………………… Police …………………………………….. Residence Halls …………………………
41.
42.
What do you call the information above ? a. A newspaper index. b. An application form. c. A job vacancy.
886-2791 886-3499 886-1265 886-5835 886-6666 886-9210
d. e.
A telephone directory. A doctor’s prescription.
Which number would you call in order to make an appointment with a doctor ? a. 886-2791 d. 886-6666 b. 886-1265 e. 886-3499 c. 886-5835
Text 8 :
14, Yudhistir Road, Madras, India. rd 23 June 2009 Dear Mr. Arifin Setyawan, th
We are delighted to receive an invitation to attend the wedding of your sister on the 15 May 2008. We would have loved to be there. Unfortunately, we have a prior engagement on that day from which we cannot excuse ourselves. We do hope that you will understand and excuse us. Please convey our very best wishes to the bride and groom for a long and happy married life. Yours Sincerely, Chakravarty
43.
From the content of the letter, we know that …. a. Chakravarty is delighted to attend the wedding b. Chakravarty is delighted that he can’t attend the wedding c. Chakravarty is very sorry that he can’t attend the wedding
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d. e.
Arifin Setyawan has received an invitation letter Arifin Setyawan can’t attend the wedding party
44.
Why can’t Chakravarty attend the wedding party ? a. He will have a seminar to attend on that day. b. He will have an unfortunate excuse on that day. c. He will have an unfortunate event on that day. d. He will have a long and happy married life. e. He will attend another appointment on that day.
45.
Which of the following utterances expresses Chakravarty’s congratulation ? a. We are delighted to receive an invitation. b. Please convey our very best wishes to the bride and groom. c. We do hope that you will understand and excuse us. d. We have a prior engagement on that day. e. We would have loved to be there.
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