KOMPETENSI PEDAGOGI: FINAL ASSIGNMENT M6

FINAL ASSIGNMENT M 6

Instructions

Setelah Bapak/Ibu mendalami Kegiatan Belajar 1 sampai dengan Kegiatan Belajar 4, tentunya Bapak/Ibu memiliki keinginan bagaimana menerapkan konsep-konsep tersebut kan? Bersama tugas ini, Bapak/Ibu diharapkan melakukan sebagai berikut:

1. Pilihlah dua Kompetensi Dasar sesuai mata pelajaran yang Anda ajarkan. Kembangkan soal tes tertulis bentuk pilihan ganda (lima alternative jawaban) untuk mengukur penguasaan kognitif siswa terhadap materi kedua KD tersebut.
2. Jelaskan langkah-langkah dan kaidah-kaidah penulisan soal tes pilihan ganda.

1.

KISI-KISI PENULISAN SOAL

Sekolah                                 : SMP Negeri 1 Sidamanik

Mata Pelajaran                      : English

Kurikulum                            : 2013

Tahun Pelajaran                    : 2018/2019

No	Kompetensi Dasar	Kls/Sm	Materi	Indikator	Level Kognitif	No Soal	Bentuk Soal
1	3.1  Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan meminta perhatian, mengecek pemahaman, menghargai kinerja, meminta dan mengungkapkan pendapat, serta menanggapinya, sesuai dengan konteks penggunaannya	8/I	Teks interaksi interpersonal melibatkan tindakan meminta perhatian, mengecek pemahaman, menghargai kinerja, meminta dan mengungkapkan pendapat.	Diberikan dialog singkat tentang meminta perhatian, siswa dapat menentukan tindak tutur yang digunakan dengan benar. Diberikan dialog singkat tentang meminta dan memberi pendapat dan responsnya, siswa dapat menentukan tindak tutur yang digunakan dengan benar. Diberikan dialog singkat tentang mengecek pemahaman, siswa dapat menentukan tindak tutur yang digunakan dengan benar. Diberikan dialog singkat tentang menghargai kinerja, siswa dapat menentukan tindak tutur yang digunakan dengan benar.	L2 L1 L2 L1 L2	1 2 3 4 5	PG PG PG PG PG
2	3.2  Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait kemampuan dan kemauan, melakukan suatu tindakan, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan can, will)	8/I	Teks interaksi transaksional yang melibatkan tindakan memberi dan meminta informasi terkait kemampuan dan kemauan.	Diberikan kalimat rumpang ungkapan kemampuan siswa dapat menentukan kata yang tepat. Diberikan dialog rumpang siswa dapat melengkapi dengan pertenyaan yang menenyakan dengan menggunakan can Diberikan beberapa kalimat siswa dapat menentukan ungkapan kemampuan yang benar Diberikan dialog rumpang tentang kamauan siswa dapat melengkapai dengan benar	L2 L3 L3 L2 L3	6 7 8 9 10	PG PG PG PG PG

Choose the correct answer!

1.      Read the text below.

Miss Inna	:	Hey Dayu, stop doing that, please. What do you think? Are you ready to use English in the English class?
Dayu	:	I’m so sorry, Ma’am. Yes, I am.
Miss Inna	:	It’s alright. But don’t do it again, please.
Dayu	:	OK, Ma’am.

 What does Miss Inna say to get Dayu’s attention?

A.    Hey Dayu, stop doing that please.

B.     But don’t do it again, please.

C.     What do you think?

D.    It’s alright.

E.     But don’t do I again, please

2.      Read the text below.

Dayu   : Beni, do you make the painting yourself?

Beni    :Yes, I do. What do you think about this painting?

Dayu   :It’s wonderful. You are a great-painter-to-be.

Beni    :Thanks Dayu.

Dayu says, “It’s wonderful. You are a great-painter-to-be.” to ….

1. give her opinion
2. ask Dayu’s opinion
3. respond to her opinion
4. respond to Beni’s opinion
5. give attention

Read the text below to answer question 3-5

Miss Inna	:	Attention, everybody. I want to give you homework. Find a story from the internet. Rewrite it in your note book. Submit it on Friday next week. Is it clear?
Students	:	Yes, Ma’am.
Siti	:	Not really, Ma’am. You speak too fast for me.
Miss Inna	:	OK Siti. Listen carefully. Find a story from the internet. Rewrite it in your note book. Submit it on Friday next week. Do you understand now?
Siti	:	Yes, I do, Ma’am. Thank you.
Miss Inna	:	Good, Siti. That’s my girl. What about you Edo? Do you know what I mean about the homework?
Edo	:	Very clear, Ma’am. I will do this this afternoon after school.
Miss Inna	:	What a diligent boy! That’s my boy.
Edo	:	Thanks, Ma’am.

3.      To check Siti’s understanding, Miss Inna says, “ …”

A.    Listen carefully.

B.     Do you know what I mean?

C.     Do you understand now?

D.    Is it clear?

E.     Ok Siti

4.      Miss Inna says, “Good, siti. That’s my girl.” to ….

A.    give her opinion

B.     appreciate Siti

C.     respond to Siti’s question

D.    ask Siti’s opinion

E.     ask Siti’s attention

5.      What does Miss Inna say to show her appreciation to Edo?

A.    Do you know what I mean?

B.     What about you Edo?

C.     What a diligent boy!

D.    That’s my girl!

E.     Is it clear?

6.      A dog … like a bird because a dog doesn`t have wings.

A.    can’t run   

B.     can’t bark    

C.     can’t fly     

D.    can’t move

E.     can’t eat

7.      Berta               : … ?

Beni                 : We can do some experiments there.

A. What we can do in the laboratory

B. What can we do in the laboratory

C. Where can we find the laboratory

D. Why we can do some experiments

E. Why can we do some experiments

     8. Which of these sentences is correct?

A.    The little child can the stairs go up himself

B.     The stairs can go up the little child himself

C.     The child can go up the stairs little himself

D.    The little child can go up the stairs himself

E.     The little child go can up the stairs himself

     9.    Dika                : Don’t go to my house tonight because I … I’ll go to Semarang with my family.

Sita                  : Okay. I see.

A.    won’t be at home

2. will not go anywhere
3. will stay at home
4. will go nowhere
5. will study at home

10.       Lita                  : …

Dita                 : By train

A.    Who will come to your house?

2. Where will you stay during the holiday?
3. What will you do on Sunday?
4. How will you go to Medan?
5. When will you go to Medan?

Scoring Guidelines:

No. of Questions	Answers	True	False
1	A.    Hey Dayu, stop doing that please	10	0
2	A.    Give her opinion	10	0
3	B.     Do you understand now?	10	0
4	B. appreciate Siti	10	0
5	C.     What a diligent boy	10	0
6	C. can’t fly	10	0
7	B.     What can we do in the laboratory?	10	0
8	C.     The little child can go up the stairs himself	10	0
9	A.    won’t be at home	10	0
10	D.    How will you go to Medan?	10	0

Maximum Score: 10 x 10 = 100

2. Creating Good Multiple Choice Questions

Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes. Multiple choice test items have several potential advantages:

·         Versatility: Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation. Because students are choosing from a set of potential answers, however, there are obvious limits on what can be tested with multiple choice items. For example, they are not an effective way to test students’ ability to organize thoughts or articulate explanations or creative ideas.

·         Reliability: Reliability is defined as the degree to which a test consistently measures a learning outcome. Multiple choice test items are less susceptible to guessing than true/false questions, making them a more reliable means of assessment. The reliability is enhanced when the number of multiple choice items focused on a single learning objective is increased. In addition, the objective scoring associated with multiple choice test items frees them from problems with scorer inconsistency that can plague scoring of essay questions.

·         Validity: Validity is the degree to which a test measures the learning outcomes it purports to measure. Because students can typically answer a multiple choice item much more quickly than an essay question, tests based on multiple choice items can typically focus on a relatively broad representation of course material, thus increasing the validity of the assessment.

A multiple choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distracters. Here are some guides to create good multiple choice questions in Brame: 2013.

a.       Constructing effective stem

-          The stem should be meaningful by itself and should present a definite problem. A stem that presents a definite problem allows a focus on the learning outcome.

-          The stem should not contain irrelevant material which can decrease the reliability and validity of the test scores.

-          The stem should be negatively stated only when significant outcome require it.

-          The stem should be a question or a partial sentence.

b.      Constructing effective alternatives

-          All alternatives should be plausible.

The function of the incorrect alternatives is to serve as distracters, which should be selected by students who did not achieve the learning outcome but ignored by students who did achieve the learning outcome.

-          Alternatives should be stated clearly and concisely.

-          Alternatives should be homogenous in content.

-          Alternatives should be free from clues about which response is correct.

-          Alternatives should be presented in logical order to avoid bias toward certain position.

Source : Brame,C.,(2013) Writing good multiple choice test questions. Retrieved on August 16, 2018 from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/