an analysis of appropriateness evaluation …

AN ANALYSIS OF APPROPRIATENESS EVALUATION

INSTRUMENT TOWARDS THE INDICATORS OF

ENGLISH LESSON PLAN

THESIS

Submitted by

RAIDA RONIKA

NIM. 140203058

Student of Faculty of Education and Teacher Training

Department of English Language Education

FACULTY OF EDUCATION AND TEACHER TRAINING

AR-RANIRY STATE ISLAMIC UNIVERSITY

BANDA ACEH

2020 M/1441 H

i

RAIDA RONIKA

NIM. 140203058

Student of Faculty of Education and Teacher Training

Department of English Language Education

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ABSTRACT

Nama : Raida Ronika

NIM : 140203058

Faculty/ Major : Faculty of Education and Teacher Training/ Department of

English Language Education

Title : An Analysis of Appropriateness Evaluation Instrument

towards the Indicators of English Lesson Plan

Date of Examination : 26 August 2020

Thesis Thickness : 64 pages

Main Supervisor : Dr.phil. Saiful Akmal, M.A.

Co-Supervisor : Siti Khasinah, S.Ag., M.Pd.

Keywords : Indicator, Lesson Plan, Evaluation Instrument

The learning abilities possessed by students relies on indicators of competency

achievement very much. This achievement really depends on the activeness and

creativity of the students themselves. In addition, the teaching and learning

process and evaluation of teachers also greatly affect students' knowledge and

understanding. Student success can be measured by evaluation. Therefore, the aim

of this research are to analyze the appropriateness of the evaluation instrument

towards the indicators in the teacher’s lesson plan and to determine whether the

questions belong to LOTS, MOTS, and HOTS level. The methodology used in

this study was descriptive qualitative research. The research object was the odd

final examination sheet of the third grade of SMAN 1 Cot Glie consisted of thirty

items. The data in this research were obtained by documentation study. The

results of this study showed that the number of appropriateness item in evaluation

instrument towards the indicators on lesson plan is 80%. Besides, three questions

(10 %) made by teacher is inappropriate to the indicator. Furthermore, 10%

questions do not have indicator. The teacher made 16 questions of LOTS

(59.25%) from 27 questions that have indicator. There are six questions of MOTS

level created (22.22%) of all. The last, it was calculated that the teacher produced

only five questions of HOTS level (18.5%) of all. From this study, it can be

recommended that the compilers of the questions, especially the English teachers,

must be more careful in preparing the final semester exam questions. The teacher

must recheck the questions that have been made using grammar rules.

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ACKNOWLEDGEMENT

Alhamdulillah, In the name of Allah, all praises to Allah SWT, the

Almighty, the Most gracious, the Most Merciful who giving me health, strengths,

knowledge, ease and blessing to accomplish this thesis entitled “An Analysis of

Appropriateness Evaluation Instrument towards the Indicators of English

Lesson Plan” Shalawat and salam to Prophet Muhammad SAW, peace be upon

him, all his families, and his companions who have brought the enlightenment

into human life. The writer would like to express appreciation and gratitude to:

1. Dr. Muslim Razali, S.H., M.Ag. as the Dean of Fakultas Tarbiyah and

Keguruan Universitas Islam Negeri Ar-Raniry Banda Aceh.

2. Dr. T. Zulfikar, M.Ed. as the Head of English Education Department of

University Ar-Raniry Banda Aceh.

3. Amiruddin M.Pd. as the academic advisor. Thanks a lot to the suggestion and

advice.

4. Dr.phil Saiful Akmal, M.A. as my first thesis advisor who have given me

guidance, encouragement, suggetions, and many help to accomplish the

thesis.

5. Siti Khasinah, M.Pd. as my second thesis advisor for guidance, valuable time,

support and help of revision during conducting the research and thesis

writing.

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6. All lecturers and assistants in Faculty of Tarbiyah and Teachers Training for

the priceless knowledge.

7. Bapak Syahron and Ibu Ummiati who always pouring me with their love,

advice, support and inspiration.

8. My sisters (Emmi Roviana, Reva Sartia, and Elsa Mirda), my brother Fiki

Munazar, and my little sister Fauzul Lana for their love and support. Thanks

to all members of my big family, their optimism and resilience have served as

a wonderful source of strength for me.

9. Riski Ulfa, Farziah, Rahmati and Pejuang Skripsi Squad who always give

motivation, support, positivity and encouragement all the times.

10. UNIT 02, PPKPM desa Leugeu (Peureulak), PPL’s MTsN 3 Aceh Timur, for

the unforgettable memories we had.

11. Everyone who took apart in my life journey that I cannot mention one by one

on these pieces of paper.

Finally, due to the shortcoming of this study and my limited ability,

suggestions and comments are really welcome in order to reduce its weakness and

improve the insight and my experience in writing. I hope this thesis will give

valuable contribution for students and lecturers in Department of English

Language Education of UIN Ar-Raniry Banda Aceh and the thesis readers.

Banda Aceh, August 13th

2020

The Writer,

Raida Ronika

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TABLE OF CONTENTS

APPROVAL LETTER ................................................................................. i

MUNAQASYAH LETTER .......................................................................... ii

DECLARATION OF ORIGINALITY ........................................................ iii

ABSTRACT .................................................................................................... iv

ACKNOWLEDGEMENT ............................................................................. v

TABLE OF CONTENTS ............................................................................... vii

LIST OF TABLES ......................................................................................... viii

LIST OF APPENDICES................................................................................ ix

CHAPTER : INTRODUCTION

A. Background of Study ............................................................................ 1

B. Research Questions .............................................................................. 6

C. The Aim of Study ................................................................................. 6

D. The Significance of Study ..................................................................... 6

E. Research Terminology .......................................................................... 7

CHAPTER II : LITERATURE REVIEW

A. Evaluation Instrument ........................................................................... 10

B. Evaluation Criteria................................................................................. 14

C. Indicator ................................................................................................. 16

D. Indicator of Competence Achievement ................................................. 18

E. Lesson Plan ............................................................................................ 19

F. Semester Exam Question ................................................... ........................ 25

G. Cognitif Level of Taxonomy Bloom ..................................................... 27

H. Previous Study …………………………………………….................. 30

CHAPTER III : METHODOLOGY

A. Research Design .................................................................................... 33

B. Material Analysis................................................................................... 33

C. Technique of Data Collection ................................................................ 35

D. Technique of Data Analysis .................................................................. 35

CHAPTER IV : FINDING AND DISCUSSION

A. Result Finding ....................................................................................... 37

B. Discussion.............................................................................................. 51

C. Answering Research Question .............................................................. 59

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CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion ............................................................................................ 59

B. Suggestion ............................................................................................ 60

REFERENCES ............................................................................................... 61

APPENDICES ................................................................................................ 64

AUTOBIOGRAPHY...................................................................................... 81

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LIST OF TABLES

Table 2.1. The division of cognitive domains Revised Bloom's Taxonomy .. 29

Table 4.1. The questions from Basic Competence number 3.1 ...................... 37



Table 4.4. The questions from Basic Competence number 3.4 ..................... 43

Table 4.5. Essay questions from KD 3.1 to KD 3.4 ....................................... 48

Table 4.6. The questions that are appropriate with the indicator ................... 52

Table 4.7. The questions that are inappropriate with the indicator ................ 55

Table 4.8. The questions that do not have indicator ....................................... 57

Table 4.9. Question level classification ......................................................... 58

Table 4.10. Analysis results and the percentage of appropriate and

inappropriate item with indicator .................................................. 59

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LIST OF APPENDICES

Appendix I : Recommendation letter of conducting research from

the faculty of education training

Appendix II : Recommendation letter of conducting research in SMAN 1 Kuta

Cot Glie

Appendix III : Recommendation letter of conducting reseach from SMAN 1

Kuta Cot Glie

Appendix IV : Basic Competency (KD) of third grade SMA (semester 1)

Appendix V : Indicator of competence achievement of third grade SMA

(semester 1)

Appendix VI : The division of cognitive domains Revised Bloom's Taxonomy

Appendix VII : Final Examination sheet of first semester of SMAN 1 Kuta

Cot Glie

Appendix VIII : Autobiography

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CHAPTER I

INTRODUCTION

A. Background of Study

The learning process according to Rustaman (2001, p.461) is a process of

reciprocal interaction between teacher and students in the field of education which

aims to achieve the goals. It means that the activity in teaching-learning process in

generally is purposed to make students understand the knowledge of the education

sources. In this case the teacher and students are two components that cannot be

separated, whereas teacher take a role as provider of knowledge and students as

receiver. As the provider of the knowledge, the teacher have to know how to adapt

and develop materials, how to implement teaching methods and how evaluate the

courses in the classroom.

A good learning process will certainly affect students' cognitive

understanding of the material presented by the teacher. On the other hand the

student is an actor in the learning process in schools demanded always-on process

and process the information received in the learning process. In addition, students

not only receive and absorb the information presented by the teacher, but the

students can engage in learning activities carried out, the absence of the students

enthusiasm in the learning process have led to students' learning activities are also

to be reduced.

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The teacher have to make a lesson plan (RPP) as one of requirements

before giving lesson in a classroom. Creating a lesson planning that contains what

the teachers is going to do in the teaching process is a very essential part where

the teacher should take consideration about. Joseph and Leonard (2003) state that

teaching without adequate written planning is sloppy and almost always

ineffective, because the teacher has not thought out exactly what to do and how to

do. Therefore, the learning process needs to be planned, implemented, and

evaluated so that the activities in it can be carried out effectively and efficiently

and also the student learning outcomes can be achieved optimally. In the process

of making lesson plan, teacher must aware of the basic competence (KD) which

described in the indicators of competence achievement. In education, how much a

student has succeeded in learning process can be determined through evaluation.

A good evaluation supposed to be arranged based on basic competence (KD) and

Indicator.

Based on Education and Culture Regulations Number 81A of Year 2013

regarding the application of the General Curriculum Guide for Learning, the first

step in learning according to the standard process is the planning of learning

carried out by the preparation of the education sheet. According to Scrivener

(2007, p.109), a written plan is the concrete result that teacher have done thinking.

In preparing the education sheet, the teacher must pay attention to the

achievement of the basic skills described in the indicators. The assessment also

visualizes the achievement of competency indicators. The education file indicator

has the following functions: 1) to function as a guide for developing basic skills

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and learning material. 2) As a guide for preparing and conducting assessments to

measure learning outcomes.

According to Arikunto (2011, p.4), evaluation is a series of activities

aimed at measuring the success of an educational program. By measuring the

level of success in developing assessment instruments, teachers must adapt to

basic skills and skills indicators. The aim is to determine the level of student

success in achieving learning objectives based on basic skills and skills indicators.

Thus, carrying out an assessment or evaluation of the teaching process is part of

the teacher's task that must be carried out after the learning activities take place.

The goal is to determine the level of student success in achieving learning

objectives based on basic competency and achievement indicators. In carrying out

the evaluation of learning the teacher must pay attention to the evacuation tools

used. Furthermore, Arikunto (2011, p.25) also stated that evaluation tools are

something that can be used to make it easier for someone to carry out tasks or

achieve goals effectively and efficiently. The word tool is also called instrument.

Thus the evaluation tool is also known as the evaluation instrument. The function

of the tool is also to obtain better results in accordance with the reality being

evaluated. With this understanding, the evaluation tool is said to be good if it is

able to evaluate something that is evaluated with results such as the condition

being evaluated.

Noting the demands of teacher competence at the Ministry of Education

above, it can be seen that one of the competencies that teachers must possess is

mastering evaluation techniques in the process and learning outcomes. This

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competency is not separate from other competencies. Mastery of evaluation

techniques well is also absolutely necessary for teachers. With the mastery of

evaluation techniques, teachers can properly assess the teaching learning process

and outcomes (Burhanudin, 2003).

The application of learning models in Indonesia in the 21st century today

requires students to prioritize critical thinking skills, collaboration,

communication skills, and creativity skills. The 2013 curriculum that is currently

in effect in the world of education in Indonesia has now undergone improvements

in the content standards and assessment standards. In the content standards

section, it is designed so that students are able to think critically in accordance

with applicable international standards. This is in accordance with the main

objectives of HOTS, namely how to improve the thinking skills of students at a

higher level, especially those related to the ability to think critically in receiving

various types of information, think creatively in solving problems using their

knowledge and make decisions in complex situations (Saputra, 2016, p.91-92).

Meanwhile, the assessment standard section aims to gradually adapt the

international standard assessment models.

In the 2013 curriculum which has been refined according to the Indonesian

Ministry of Education and Culture, it is stated that the assessment of learning

outcomes in the application of the 2013 curriculum focuses more on Higher Order

Thinking Skills / HOTS (2017). However, this will not succeed if the learning

process does not apply high-level thinking skills as well. Learning model based or

with the HOTS approach is a student-centered learning model. Teachers can

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choose various kinds of learning models that are fun for students as long as they

fulfill the HOTS learning principles.

However, in some cases, the students still seems difficulty in answering

questions related to evaluation instrument. It possibly happens if the material

given in teaching learning process is not suitable with the indicator stated in the

lesson plan so that the evaluation instruments also found inappropriate toward the

indicator. The Ministry of Education and Culture Middle School Assessment

Guide (2017, p.8) explains that the 2013 program is a skill-based program and

that basic competencies are the minimum competencies students must achieve. To

determine the achievement of basic competencies, the teacher must formulate a

number of indicators that serve as a reference for evaluation when creating

instruments for evaluation of learning.

However, the teacher uses some instruments to evaluate their students. All

teachers make evaluations on the education sheet made by the trainees, for which

the activity is not yet known whether the assessment instruments are consistent

with indicators and with basic skills. Researcher will use educational institutions

as objects of analysis. The relevance of some previous studies above to those of

the researcher analyzing is equally about evaluation. However, there are

differences among others. This study conducted by the researcher has a more

specific scope of analysis on evaluation tools and indicators of learning English in

senior high school. Therefore, based on the explanation and the previous studies

above, the researcher tries to continue investigating the appropriateness of

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evaluation instrument towards the indicators of English lesson plan at SMA 1

Kuta Cot Glie in sub-district of Indrapuri.

B. Research Question

Based on the background of study, this research is conducted to answer the

following questions:

1) How is the appropriateness between teacher’s evaluations instruments and

the indicator of English lesson plan?

2) Are there LOTS, MOTS and HOTS questions made by the English teacher

for Semester Final Examination?

C. The Aim of Study

The research question above will completely answered provided only this

study attains its aims. The aim are stated below:

1) To investigate how the teacher’s evaluation instruments is compatible with

the indicator of English lesson plan

2) To determine LOTS, MOTS and HOTS question made by the English

teacher in the Final Examination.

D. Significance of the Study

This research is expected to increase insight and knowledge in the field of

education, especially knowledge and theories about learning evaluation that are

often used by teachers in measuring the level of success or student achievement in

English lessons. The benefits of the study practically are as follow:

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1. For reading library of English education department

It is hoped that this research can be a development literary study for

reading library of department of English education in understanding the

appropriateness between evaluation instrument and English lesson plan.

2. For English Department Students and Lecturers

This research will be helpful for students who take subject on English

course design or microteaching. Then, for the lecturers, it is hoped that this

research can become the source of material related to subject in English,

especially for the subject mentioned above.

3. For Future Researchers

This research contributes as additional knowledge to other researcher of

reading who will analyze about evaluation instrument and its suitability toward

indicators and teaching material in the lesson plan.

E. Research Terminology

There are three main terms that need to be clarified in this study to avoid

the readers misunderstanding. They are as mentioned below:

1. Lesson Plan

Lesson plan is the teacher's detailed description of the teaching course or

"learning trajectory" for the lesson. Daily lesson plans are developed by a teacher

to guide learning in class. The details will vary depending on teacher preferences,

subjects discussed, and student needs. There may be requirements mandated by

the school system regarding the plan (O'Bannon, 2008).

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In this research, lesson plan (learning implementation plan) is a plan of

face-to-face learning activities for one or more meetings. Lesson plan is

developed from the syllabus to better direct the learning activities of students to

achieve Basic Competence. Its function is as a reference for teachers to carry out

teaching and learning activities to be more directed and run effectively and

efficiently.

2. Evaluation Instrument

The evaluation instrument is related to the tool and various questions

created to represent the student's final assessment. Here, the final exam questions

as the object of this study, tend to adopt traditional assessment as a guide to

building the test. Traditional assessment is a conventional testing method that

usually produces written documents, such as quizzes, exams, or papers. In this

research, evaluation instrument or learning outcomes assessment instrument is a

tool (measure) used to collect or process information regarding the achievement

of students learning outcomes.

3. Indicator of Competency

Indicator describes specific understanding and abilities that students must

be able to show consistently if they are deemed to have met the related learning

objectives. Indicator also provides support for teachers to interpret learning

objectives for each subject and skills component. These components are: supply

an overview statement that explains the focus of learning objectives and an

overview statement about students progressive based on curriculum and syllabus;

provide guidance to teachers about what they can do to support student learning;

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give indicators of what students should know or be able to do on the syllabus and

curriculum; and shows standards of achievement that are aligned with learning

objectives. In this research, indicator of competency is learning behaviors that can

be measured and observed to show the achievement of basic competence so that

the indicators are formulated using operational and observable action verbs.

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CHAPTER II

LITERATURE REVIEW

This chapter covers the review of theories related to evaluation

instrument, such as definition of evaluation, types of evaluation, and

evaluation criteria. Besides, it is described about indicator, lesson plan, the

elements of lesson plan, the principle of developing lesson plan, a brief

description of cognitive level of taxonomy Bloom, in addition to semester

exam questions and ended by previous study.

A. Evaluation Instrument

Evaluation is the collection, analysis, and interpretation of information on

all aspects of an education or training program as part of a recognized process for

assessing its effectiveness, efficiency, and any other results that it may

have. Arifin (2009: 14) states that in a general purpose of learning evaluation is to

find out the effectiveness and efficiency learning system, both concerned about

objectives, materials, methods, media, sources learning, environment and

assessment system itself. Evaluation focuses on making a judgment about values,

numbers or performance of someone or something. Teaching learning English as

foreign language, evaluation is necessary to make sure that the EFL teaching

process is effective enough to achieve the goals set for it. One of the important

functions of the assessment process is the evaluation of the educational process,

primarily for the purpose of making it more effective in achieving its goals.

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Evaluation is the process of using measurements to collect the information

in an assessment. The teachers use this information to assess the relationship

between what is meant by instruction and what is learned. They evaluate

information collected to determine what students know and understand, how far

they have progressed and how fast, and how their scores and progress compared

to other students

However, evaluation becomes a very important part which cannot be

separated from learning activities. It is aimed to measure the effectiveness of

teaching process and learning outcomes or student’s achievement. The results

achieved in the form of information used as a consideration for making a decision

and decide the policy (Retnawati, 2013). The evaluation instrument is a process to

determine the level of student understanding of learning that has been conveyed

by the teacher, therefore questions in the learning process, practice / task

questions and test questions must be in accordance with the indicators in the

lesson plans that have been prepared by the teacher. Although learning outcomes

correlate well with student rankings (Theall & Franklin, 2001), are functions of

student characteristics such as ability, attitude and motivation, institutional

characteristics such as class size, learning resources and institutional climate, and

teaching effectiveness (Berk, 2005), effectiveness teaching alone cannot explain

learning outcomes. Thus, teacher efforts can be more appreciated by evaluating

behavior related to their work.

It is very important to carry out measurements by using evaluation

instruments. Assessment of learning outcomes is a very important component in

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learning activities. Efforts to improve learning can be taken with an increase in the

quality of the scoring system. A good grading system will encourage teachers to

determine a good teaching strategies and motivate students to learn better

(Widoyoko, 2011). Then, evaluation instrument is related to the tools and various

questions that created to represent the final assessment of students. These final

questions are summative assessment and also called as the achievement test. It

evaluates and measures what students have achieved in the learning situation after

a learning period. The assessment process includes gathering evidence to

demonstrate learning achievement students (Surapranata, 2004). For example,

multiple-choice test is one of the kind of summative evaluation. Here, the

questions of final examination which chosen as the object of this study, tend to

adopt the conventional assessment as the guide of constructing the test. The

conventional methods of testing which usually produce a written document, such

as a quiz, exam, or paper.

Moreover, it is interesting to talk about the appropriateness of evaluation

instrument and indicator in the lesson plan based on two reasons. Firstly, the

evaluation instrument is an important tool in order to identify the student’s ability

toward topics on teaching material and to improve the objective of teaching and

learning process. Here, teacher as an evaluator is required to evaluate the

cognitive, psychomotor and affective aspect of students to reach the outcome.

Secondly, teacher usually arranges the material of lesson plan based on the

indicator of competency. It is a must that the teacher should select the material fit

in the syllabus and the students. This is crucial step considering the students has

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different abilities and weaknesses. It also relates to the process of creating

evaluation instrument. If the students get material based on the indicator, so the

questions in final examination as an evaluation instrument should be in one way.

Tamimi (2011) states that there are four types of evaluation as follows:

a. Initial evaluation

The purpose of this type of evaluation is to determine the level of students,

the level of techniques and resources available in the teaching environment. It has

two tools towards the target group such as tests for new students, and interviews

with students’ parents. These evaluation standards are test results, measurement

trends of people's opinions, comparison results.

b. Formative evaluation

The purpose of formative evaluation is to follow up on program

implementation, level of achievement among students, level of teacher

performance and use advantage of learning resources. It has three tools and targets

such as an environmental report used for teaching aids, a questionnaire used for

students and teachers and a student performance evaluation test for school.

c. Summative evaluation

It refers to the final evaluation of the verification program and estimates

the level of student achievement. Summative evaluation is to evaluate student

learning and teachers teaching after a teaching period (Anthony J & Susan M,

2005). It has a clear evaluation criteria. The evaluation tools and target groups are

final examination for students, questionnaires for students and reports for

teachers. The different between formative and summative evaluation is formative

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evaluation is a type of evaluation that aims to know the progress of learning and

provide feedback on students and teachers, whereas summative evaluation is a

type of evaluation that is used to determine student achievement at the end of

learning (Directorate Vocational Training, 2015, p.38). Summative evaluation

standards are test results and performance level measurements. It lets the teacher

sum up of what the students have learned, or to make judgment (Luo Shaoqian,

2003). The instrument evaluation that analyzed in this research is the summative

evaluation, which is taken based on the final examination sheet.

d. Follow-Up Evaluation

It aims to track the effects of long-term programs. The evaluation tools and

targets is questionnaires addressed to graduated students and community groups.

This evaluation standard is the number of people who get jobs in their fields, the

number of people pursuing tertiary education and the number of people who have

achieved professional success.

In short, evaluation is a very important requirement for the education

system. It fulfills various objectives in the education system such as quality

control in education, selection / admission to higher grade or tertiary level. It also

helps a person to make decisions about success in certain future activities and

provides guidance for further study and work. Some educators view evaluation as

almost identical to the assessment of students, but evaluation has an expanded

role.

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Criteria are standards or levels of measurement or performance, and are

evidence of evolution, or check the conditions required, associated with the

instrument used and the evaluation goal. Maman (2017, p.32) in his book states

that the evaluation of learning outcomes can be said to be carried out well, if the

implementation adheres to 3 principles:

1. The principle of comprehensive

Evaluation of learning outcomes must cover various aspects that can

describe the development or change in behavior of students, so that not only the

cognitive domains are evaluated but also the affective and psychomotor domains.

That includes the evaluation of all elements and components of the teaching

process, Evaluation must be covered by the plan of study and sources of education

and learning, as well as the principles and criteria for selection of teachers, the

level of performance among teachers and learners, the environment as rooms,

equipment and laboratories, studying aids, and others.

2. The principle of continuity

Learning evaluation must be carried out regularly, planned and scheduled

so that the evaluator can obtain information that can provide an overview of the

progress or development of the participants as a whole. The evaluation process

becomes an ongoing process related to the teaching process at an early stage in the

planning and design of the study program and during implementation and after the

completion of the implementation and follow-up on the long-term impact of the

outputs from the learning process.

B. Evaluation Criteria

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Evaluators must always think and act naturally, carry out evaluations

according to actual conditions, and not be interfered with by subjective interests.

In summary, according to the basic abilities to be achieved, the testing must cover

the learning process and learning outcomes. The aspect of the learning process is

the entire learning experience carried out by students while the learning outcomes

are the achievement of each basic ability both cognitive, affective, and

psychomotor during the learning activities. In producing a learning evaluation, an

administrator or a teacher needs information about learning, consideration in

determining something, and final decisions. Decisions are made based on careful

consideration and information is used to make judgments that will be made by a

teacher before making a final decision.

C. Indicator

Indicator is learning behaviors that can be measured and observed to show

the achievement of basic competencies so that indicator is formulated using

operational and observable action verbs. Indicators for each level of teaching

material should be viewed collectively as an indication of the learning objectives

of the teaching material. Indicators are one of the main aspects in lesson plans that

are formulated to measure student achievement in class (Taher, 2013).

Responding to this, the latest regulation from the Ministry of Education and

Culture also states that learning indicators are developed to indicate student

achievement through assessment because the term of learning objectives is

omitted. The learning indicators formulated are also used to design learning

activities by focusing on what students will be able to do and what they should do

3. The principle of objectivity

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with it (Duncan & Met, 2010). From this view, it can be concluded that after the

teacher decides what targets to be achieved by students, the teacher begins to

design what learning activities help students to meet the targets.

Based on the Law Number 16 Year 2007 about academic qualifications

and teacher competency standards stated that one of the core competencies of

teachers is conducting assessment and evaluation of learning processes and

outcomes. The core competencies are described in seven competencies, namely:

1) understanding the principles of assessment and evaluation of processes and

learning outcomes in accordance with the characteristics of the subjects being

taught, 2) determining aspects of the process and learning outcomes that are

important to be assessed and evaluated according to the characteristics subjects

are taught, 3) determine the assessment and evaluation procedures for the process

and learning outcomes, 4) develop assessment and evaluation instruments for the

process and learning outcomes, 5) administer the assessment of the process and

learning outcomes on an ongoing basis using various instruments, 6) analyze the

results of the assessment process and learning outcomes for various purposes, and

7) evaluating the process and learning outcomes.

Therefore, formulating learning indicators is very important to do since

they used to develop learning activities and assessments. It is stated in

Permendikbud No. 65 of 2013 concerning the standard process that learning

indicators are produced from basic competencies. The formulation of learning

indicators must include spiritual, affective, cognitive, and psychomotor

competencies. In addition, it is highlighted that the formulation of learning

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indicators must be specific, measurable, achievable, relevant, and time-limited

(College of Nurses of Ontario, 2014). Thus, teachers must use action words to

measure student competencies in formulating learning outcomes (Kennedy, 2007).

For example, to measure the affective domain, teachers can use words of

appreciation, show, and praise while recognizing, identifying, differentiating,

classifying are some of the verbs used to measure cognitive domains. Finally, to

measure the psychomotor domain, organize, combine, operate, and do some

recommended words as operational verbs.

Dealing with the excellence of learning indicators in lesson plans,

therefore this study aims to identify whether learning activities are formulated

according to learning indicators. Therefore, the researcher analyzes the learning

indicators and learning activities formulated in the lesson plan to investigate

whether the formulation of learning activities suitable to the learning indicators or

not.

D. Indicators of Competence Achievement

Indicators are a sign of the achievement of basic competencies

characterized by measurable changes in behavior that include attitudes,

knowledge and skills. Indicators are developed in accordance with the

characteristics of students, subjects, educational units, regional potential and are

formulated in measurable and / or observable operational verbs. Indicators are

used as a basis for developing assessment tools.

According to the Process Standards in the Regulation of the Minister of

National Education (Permendiknas) Number 41 of 2007, indicators of competency

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attainment are behaviors that can be measured and / or observed to show the

achievement of certain basic competencies which serve as a reference for subject

assessment. Competency attainment indicators are formulated using measurable

operational verbs, which include knowledge, attitudes and skills. This means that

the competency attainment indicator is a formulation of abilities that must be

performed or displayed by students to demonstrate the achievement of basic

competencies (KD). Thus the competency achievement indicator is a benchmark

for the achievement of a basic competency. This is in accordance with the

intention that the indicators of competency achievement become a reference for

assessing subjects.

In learning, each student will be measured his competence achievement.

For students whose competency achievements have not reached the specified

criteria (KKM or Minimum Completeness Criteria), they will receive remedial

learning services to improve their abilities which are preceded by an analysis of

their difficulties or weaknesses and ended with an assessment of their learning

progress. Given that the benchmark used in the measurement is the ability to

achieve competency indicators, it can be interpreted that the competency

achievement indicators are the targets for achieving individual student abilities.

E. Lesson Plan

Lesson plans are systematic records of teacher’s thoughts about what will

be covered during a lesson (Richards and Renandya, 2002). There are some

reasons to write down a lesson plan. They are internal and external reasons.

Teachers plan for internal reasons in order to feel more confident, to learn the

20

subject matter better, to enable to run more smoothly, and to anticipate problems

before they happen. Teachers plan for external reasons in order to satisfy the

expectations of the school principal, supervisors, or to fulfill the administrative

requirements.

Brown (2001, p.149) states that lesson plans are a series of activities that

cover class time periods, usually ranging from forty to ninety minutes. In

developing a lesson plan, there are several principles that need to be considered.

The learning plan must reflect the teaching and learning process that (a) facilitates

the needs and backgrounds of individuals, such as their gender, interests,

motivation, level of expertise, norms, and social background, (b) encourages

students to actively participate that the teaching and learning process is centered

to students, (c) develops reading and writing habits, (d) provides feedback and

follow-up activities, and (e) implements integrated, systematic and effective

communication and information technology. In addition, lesson plans must be

systematic so that the components are related and integrated.

1. Basic Component of Lesson Plan

Generally, the basic components of a lesson plan include several parts.

They are (1) procedures, (2) timing, (3) interaction patterns, and (4) homework

(following-up activities), level and number of learners, (5) timetable fit, (6) aims,

(7) assumptions, (8) anticipated language problems, (9) possible solution, (10)

teaching aids, materials, equipment (Pratiwi, 2008).

Meanwhile, based on the Regulation of National Education Ministry of

Republic of Indonesia, Number 41, Year 2007 about Standard of Process, lesson

21

plan, which is derived from the syllabus is developed to lead the teaching and

learning process to the achievement of a Basic Competence. The lesson plan must

be complete and systematic to guide the teacher to conduct an interactive,

inspiring, interesting, challenging, and motivating lesson so that the students will

actively participate and be creative in the learning process. The lesson plan may

be designed for one or more meetings.

Pratiwi (2008) mention that in developing a lesson plan, there are some

principles to consider. The lesson plan should reflect the teaching and learning

process which is (a) facilitating individual needs and background, such as gender,

interests, motivation, proficiency level, norms, and their social background, (b)

encouraging the students to participate actively that the process of teaching and

learning is learner-centered, (c) developing reading and writing habits, (d) giving

feedback and follow-up activities, and (e) implementing integrated, systematic,

and effective communication and information technology. In addition, a lesson

plan must be systematic that its components are related and integrated.

The regulation of Republic of Indonesia, Number 41 Year 2007 (BNSP, 2007)

says that a lesson plan should consist of the following elements:

(a) Lesson Identity: it contains education level (elementary school, junior high

school, or senior high school), semester, and program, name of the subject or

theme, and the number of students.

(b) Standard of Competence: standard of competence are the minimum

competency qualifications of students that describe the mastery of knowledge,

22

attitudes, and skills that are expected to be achieved in each class and / or

semester in a subject.

(c) Basic Competence: basic competence is a number of abilities that students

must master in certain subjects as a reference for preparing competency indicators

in a lesson.

(d) Indicators for competence achievement: competency indicators are behaviors

that can be measured and / or observed to show the achievement of certain basic

competencies that are used as a reference for subject assessment. Competency

achievement indicators are formulated using operational verbs that can be

observed and measured, which includes knowledge, attitudes, and skills.

(e) Learning objectives: learning objectives describe the process and learning

outcomes that are expected to be achieved by students in accordance with basic

competencies.

(f) Teaching materials: teaching materials contain relevant facts, concepts,

principles and procedures, and are written in the form of points in accordance with

the formulation of competency achievement indicators.

(g) Time allocation: the time allocation is determined according to the needs for

achieving basic competency and learning load.

(h) Teaching method: the learning method is used by the teacher to create an

atmosphere of learning and the learning process so that students achieve basic

competencies or a set of predetermined indicators. The selection of learning

methods is adjusted to the situation and condition of students, as well as the

characteristics of each indicator and competency to be achieved in each subject.

23

(i) Teaching procedures: it consists of three stages; 1) introduction, is an initial

activity in a learning meeting aimed at generating motivation and focusing the

students’ attention to participate actively in the learning process. 2) The core

activity, is a learning process to achieve basic competency. Learning activities are

carried out interactively, inspiring, fun, challenging, motivating students to

actively participate, and providing sufficient space for initiative, creativity, and

independence according to the talents, interests, and physical and psychological

development of students. This activity is carried out systematically and

systemically through a process of exploration, elaboration and confirmation. 3)

Closing, is an activity at the end of learning activities that can be carried out in the

form of a summary or conclusion, assessment and reflection, and feedback.

(j) Evaluation: the procedures and instruments for assessment of the process and

learning outcomes are adjusted to the indicators of competency achievement and

refer to the Assessment Standards.

(k) Learning resources: the resources of learning is determined based on

competency standards and basic competencies, as well as teaching materials,

learning activities, and competency achievement indicators.

2. The Principle of Developing Lesson Plan

a) It is designed based on the syllabus

Lesson plan is arranged based on the syllabus into designing learning

process.

b) Notice to the characteristics of diverse students.

24

The lesson plan is arranged by taking into account gender differences, initial

ability, intellectual level, learning motivation, talent, potential, social skills,

emotions, learning styles, special needs, learning speed, cultural background.

c) Focus on the students

The learning process is designed with a focus on the students to encourage

motivation, interest, creativity, inspirational initiative, independence, and

enthusiasm for learning.

d) Developing reading and writing habit

Students are developed to read everything and writing in order to improve

their knowledge.

e) Providing feedback and follow up

The lesson plan is designed for positive feedback, reinforcement,

enrichment, and remedial programming.

f) Pay attention to the linkages and integration between KI (core competence)

and KD (basic competence), learning material, learning activities,

assessment, and learning resources, in one learning experience integrity.

g) Implementing information and communication of technology

Teachers prepare lesson plan by considering the application of information

and communication technology in an integrated, systematic, and effective in

accordance with the situation and condition.

Writing down the planning can benefit English teachers in the following ways:

(Harmer, 1998, p.121 & Purgason in Richards and Renandya, 2002, p.31).

25

1. A plan can help the teacher to think about the content, materials,

sequencing, timing, and activities

2. A plan provides security (in the form of a map) in the sometimes

unpredictable atmosphere of a classroom

3. A plan is a log of what has been taught.

4. A plan can help a substitute to smoothly take over a class when the teacher

cannot teach.

5. In the classroom a plan can help to remind the teachers what they intend to

do.

6. A plan shows the students that their teacher has devoted time to think about

the class and they will respond positively.

It is important to note that lesson plan is a thought process, not filling in

lesson plan templates. A lesson plan is considered as a blueprint, a guide map for

action, a comprehensive chart of teaching and learning activities in the classroom,

an elastic yet systematic approach to teaching concepts, skills and attitudes.

F. Semester Exam Questions

Test questions / competency tests are a set of questions or questions

arranged in such a way in a certain form, either multiple choice or a

description. This question is intended as an exercise to determine students'

ability to understand and master these competencies. It can also be said that

the questions can train the ability to understand and apply principles /

concepts related to the material in each basic competency as a feed back

(National Education Standards Agency 2007: 133). In addition, questions

26

that are in accordance with the indicators in the lesson plan are questions that

can serve as an evaluation tool to determine the level of achievement of

instructional goals. For this reason, the quality of the questions must be

considered so that the questions can be used to test students' abilities as

optimally as possible.

According to information obtained by the writer from a teacher in the

field of curriculum and teaching at MAN 1 Kuta Cot Glie Indrapuri stated

that until now there are still many exam questions that are not matching to

the indicators of question preparation. Most of the questions made based on

the syllabus were not arranged according to the indicators to be achieved.

The items are arranged only arbitrarily without paying attention to the

standards and indicators. There were also exam questions that did not cover

the four aspects of language skills. One way to find out whether the items on

the competency test are in accordance with the predetermined indicators, a

question analysis must be conducted based on the suitability of the indicators.

This is done so that the competency test items made for the final semester

exam are really able to achieve the desired measurement and assessment

objectives in learning.

The preparation of final semester exam questions certainly needs to

pay attention to the standards or indicators of question preparation. Indicators

are evidence that shows the basic competence has been mastered (BSNP

2007). A good question is, of course, a question that is in accordance with the

determined standards and is suitable for the level of education of students. To

27

test the quality of each item, in the end, to determine the quality of the test, a

question analysis is necessary. The main purpose of item analysis is to obtain

information about the characteristics of each item in quality and quantity.

Basically, the method used in question analysis is through qualitative

analysis and analysis based on test data (quantitative analysis) (Arikunto,

2002: 35).

Qualitative question analysis is carried out before a question is tested.

This analysis does not yet provide an overview of the characteristics of the

item. Therefore, to prove that the questions were good, it was necessary to try

out a number of students. Students' answers to these questions are used as the

basis for quantitative analysis. There are two kinds of question characteristics

that are reviewed in quantitative analysis, namely the level of difficulty and

difference power. However, this research emphasized qualitative analysis,

namely analysis through a review of each item. Qualitative analysis of

question items is basically an examination of the items in terms of the

questions writing rules, namely (1) content or material, (2) construction, and

(3) language. A good question must meet the three rules of writing about the

questions.

To create the right and good exam questions is very useful for users,

both students and teachers. The benefits of the questions in accordance with

the indicators include: the teacher can evaluate the teaching and learning

process (the extent to which students understand), stimulate interest and

28

arouse students' awareness of a problem, invite students to think hard and

concentrate on the assignment given.

G. Cognitive Level of Taxonomy Bloom

Taxonomy is the classification or grouping of objects according to certain

characteristics. Taxonomy in education, used for classification of instructional

purposes; some call it learning goals, performance goals, or learning goals. The

cognitive domain is a domain that includes mental (brain) activities. According to

Bloom, all efforts related to brain activity are included in the cognitive realm. The

cognitive realm is related to the ability to think, including the ability to memorize,

understand, apply, analyze, synthesize, and the ability to evaluate.

The application of the Learning Model in Indonesia is currently based on

the 2013 Curriculum. According to Permendikbud No. 22 of 2016 concerning

Process Standards that there are three scientific-based learning models, namely (1)

the Discovery / Inquiry Learning (IBL) learning model, (2) the Problem-based

Learning (PBL) model, (3) Project-based Learning (PjBL) model. These three

learning models are examples of HOTS-based learning models (Sani, 2014, p.10).

According to King, Goodson, and Rohani (2004, p.1-2) Higher Order

Thinking Skills are thinking abilities which include critical thinking, logical

thinking, reflective thinking, metacognitive thinking, and creative thinking. These

skills are not foreign to the world of education in the learning process, even now

they have become targets and part of learning objectives in every subject.

Discussing learning objectives in the world of education refers to the taxonomy of

learning objectives. One of the most famous taxonomies of learning objectives is

29

Bloom's taxonomy which was proposed by Benjamin S. Bloom in 1956. Bloom

divides taxonomy into three parts, namely taxonomy of cognitive domains,

affective domains, and psychomotor domains. When HOTS is associated with

cognitive processes in Bloom's taxonomy, the term HOTS is often opposite to the

term LOTS (Lower Order Thinking Skill).

The importance of cognitive in the learning process is to develop students

'knowledge independently and improve students ability to think, that is the

knowledge possessed by each student can be formed by the students themselves

through interactions in the classroom during the learning process takes place. The

process of learning levels in the cognitive realm in the revised Bloom taxonomy

by Anderson & Krathwohl (2001, p.61-88) is divided into three parts, namely

LOTS (Lower Order Thinking Skill), MOTS (Medium Order Thinking Skill), and

HOTS (Higher Order) Thinking Skill). This division can be explained through the

following table.

Table 2.1 The division of cognitive domains Revised Bloom's Taxonomy

Cognitive Proces Definition

C1 LOTS Remember Gaining relevant knowledge through

memory

C2

MOTS

Comprehend

Construct meaning from the learning

process, oral communication, written

information, and pictures

C3 Implement or

Apply

Implement or applying procedures in

unusual situations

C4

HOTS

Analyze

Solving the material into parts and

determining how the parts are connected

between the parts and to the overall

structure or purpose

C5 Assess /

Evaluate Make judgments based on standards

C6 Make / Create Putting several elements together in order

to form a whole or functional whole,

30

rearrange these elements into a new

pattern or structure

Resource: Anderson & Krathwohl, 2001

This study uses the cognitive process dimension of Bloom taxonomy

revision because in the cognitive process in the revision of Bloom's taxonomy it is

clear that HOTS, MOTS, and LOTS are divided so that the implication of this

theory is that teachers are expected to apply learning up to the HOTS level,

namely analyzing, evaluating, and creating. By carrying out the learning up to the

HOTS level, automatically the previous levels, namely LOTS and MOTS, will be

achieved as well.

LOTS (Lower Order Thinking Skills), is a functional thinking skill, where

information is obtained through copying, imitating, paroling, following rules and

directions, memorizing, remembering, retrieving that information, knowing or

doing it through memorizing, identifying and quantifying something. MOTS

(Middle Order Thinking Skills), is a logical thinking skill, where information is

used to characterize, associate, differentiate, categorize, sort, model, calculate,

connect cause and effect, represent, and conclude.

HOTS (Higher Order Thinking Skills), consists of two thinking skills,

namely: critical thinking skills and creative thinking skills. In critical thinking

skills, information is transformed to describe, evaluate, draw conclusions, change

paradigms, and move things. Whereas in creative thinking skills, information is

created to imagine, interpret, synthesize, induce, theory, reframe, and produce

something new. Creative ideas only arise from creative thinking skills, then when

31

those creative ideas are applied, they will create innovation. Real learning will

only be able to create superior human resources, if the learning carried out is at a

high level of learning (HOTS).

Logically, students who are able to think at a higher order means that these

students are able to apply the knowledge and skills they have acquired during

learning and develop them in new contexts.

H. Previous Study

Recent studies on English language teaching learning process especially

about syllabus and lesson plan development have obtained increasing intention

between researchers and teachers who are interested in understanding how the

language is taught and learned based on the syllabus. Some researchers have

conducted investigating related to the elements of lesson plan, the appropriateness

among the elements of syllabus and lesson plan development, and the lesson plan

development toward teaching practice and evaluation.

There are some previous studies related to the study of appropriateness

between evaluation instrument and indicator of lesson plan. One of the study

conducted by Putri (2018) entitled Analisis Kesesuaian Butir Soal Buatan Guru

dengan RPP pada Materi Protista dan Keanekaragaman Hayati di Sman 1

Trumon Tengah Aceh Selatan. The result of this study showed that the evaluation

instrument is appropriate toward the indicator in the lesson plan. However, it has

weakness in validity and reliability of question structured.

32

The results of a study conducted by Qomari (2008) concluded that to

conduct a comprehensive evaluation required the right instrument in accordance

with the domain to be evaluated. There are evaluation instruments used by

Bandung State High School teachers, some of which have not reached 100%

conformity, meaning that teachers have not fully represented the evaluation

instruments in the indicators that have been made. This statement is in line with

the opinion of Purwanto (2013), namely that every evaluation activity, especially

teaching evaluation cannot be separated from the teaching objectives to be

achieved, without determining or formulating objectives in advance, it is

impossible to judge the extent to which student learning outcomes are achieved.

Baranovskaya did a research (2017) and published in a journal entitled

assessment and evaluation techniques. The results of this study explain that the

suitability of the evaluation tools used in assessment produces good results, and

has a very good impact on learning outcomes. An increased level of English

learning competency helps students to develop and perfect their language skills. It

was also found that the development of self-assessment can help improve and

foster language skills, thereby affecting student progress and achievement.

In short, based on the several previous studies above, the writer minimized

the research conducting around the analysis of appropriateness between evaluation

instrument and indicators of English lesson plan (RPP) especially the evaluation

instrument from the questions of final examination on the odd semester for the

third grade of SMAN 1 Kuta Cot Glie Aceh Besar.

33

CHAPTER III

RESEARCH METHODOLOGY

In conducting a research, it is needed to do some process to get the data in

specific purpose. The process is described in research design. This chapter

discusses about the research method, material analysis, technique of data

collection, and technique of data analysis.

A. Research Design

This research applied descriptive qualitative research. Descriptive

qualitative is applied by giving a narrative description of evaluation instruments

and teaching materials related to the indicator of lesson plan. Monsen and Horn

(2007) stated that there are two genres of descriptive research, the descriptive

epidemiologic research and descriptive qualitative research. Epidemiologic

research refers to descriptive when data detailing person, place, and time data

collected, and encompasses correlational studies, case report, surveys and

demographics. Then, qualitative research describes the narrative data into word

instead number. The information or data collected is taken from textual material

such as interview transcript, field notes, or document (Saldana, 2011).

B. Material Analysis

The analysis of evaluation instrument for examination can be applied into

two ways such as theoretical analysis (qualitative) and empirical analysis

(quantitative). The theoretical analysis refers to the question analysis focused on

34

material aspect, constructive and language. Material aspect relates to the

substantial study and having a mindset. The constructive aspect refers to technic

of constructing the questions. Then, language aspect indicates the communication

and the appropriate questions (Mardapi, 2008).

In summary, the material analysis of this research was test sheet of final

examination on the odd semester based on the indicator of lesson plan for the third

grade of SMAN 1 Kuta Cot Glie Aceh Besar. The school is located in Jl. Banda

Aceh – Medan Km. 32 Lamtui village, Aceh Besar. The test consisted of 25

multiple-choice questions and other five questions was in form of essay. Then,

other data were the indicators in lesson plan from one of English teachers in

SMAN 1 Kuta Cot Glie. The writer obtained four lesson plans from English

teacher since there are four Basic Competency (KD) for the odd semester, namely

Basic Competency of 3.1 is about the action and expression of offering

something/help and its respond based on the context use. Basic Competency of

3.2 is concerning on special text in the form of a job application letter. Basic

Competency of 3.3 focuses on the form of caption text, by asking and giving

information related to picture/photo/table/graphic. The last Basic Competency of

3.4 is learning about news item text by asking and giving information related to

the news. Although there are four Basic Competency, it can be created several

indicators in each Basic Competency. A teacher may develop two or more

indicators depends on the length and detail material on the Basic Competency.

Teacher must use the operational word (KKO) to determine what is expected from

learning evaluation in creating indicators.

35

C. Technique of Data Collection

The writer supplied document study that consisted of lesson plan (RPP)

and test sheet as the data in this research. The data was gained from English

teacher who teaches in the third class. The writer analyzed the final examination

test based on the indicator in the lesson plan. The data collection techniques used

in this study was documentation. Documentation, namely how to retrieve data

about things or variables in the form of notes, transcripts, books, newspapers,

magazines, inscriptions, meeting minutes, legers, agendas, and so on (Arikunto

2006, p.231). This study used documentation techniques because this study

retrieved data by reviewing the document of odd semester for English competency

test questions based on indicators in the lesson plan. This technique is done by

reading each item in the odd semester of English competency test.

D. Technique of Data analysis

Data analysis is the process of organizing and sorting data into patterns,

categories, and basic units of description so that themes can be found and work

hypotheses can be formulated that are suggested by the data (Moleong 2002,

p.103). This study used descriptive qualitative data analysis to formulate the

results of the review of the semester exam questions. The techniques used were

sorting and classification techniques. This technique was used to sort and classify

items based on indicators and communicative language tests. With this technique,

it could be seen the items that were in accordance with the indicators. Qualitative

analysis of question items is basically a review of the items in terms of the rules of

writing questions, namely (1) content or material, (2) construction, and (3)

36

language. A good question must meet the three rules of writing about the

questions. The steps of data analysis based on indicators and communicative

language tests are as follows.

1. Data in the form of semester exam questions, each item was reviewed based

on its suitability with indicators.

2. Each item was classified based on the item category that was suitable to the

indicator or was not appropriate to the indicator. The items were judged to be

appropriate with the indicators if the meaning of the items refer to, tend to,

and close to the components mentioned as operational word of cognitive level

in the indicators. The items were called inappropriate with the indicators if

the questions do not make sense of the objective meaning in the indicators

that have been made in the teacher's lesson plan, or the questions’ objective

was contrary to the indicator in the lesson plan.

3. The result was displayed into narration text. In this step, the writer explained

and described the data related to indicator.

4. Then, the writer determined the question level included into LOTS, MOTS,

and HOTS based on the operational word (KKO) of cognitive level used in

the indicator.

5. Verification and conclusion. The writer concluded whether the data were

appropriate with indicator in English teacher’s lesson plan and classified

which questions belong to the LOTS, MOTS, and HOTS.

37

CHAPTER IV

RESULT FINDING AND DISCUSSION

After analyzing the instruments of the study completely, it is necessary to

discuss the results of the study. The results from the content analysis checklist was

described by the writer in forms of words and descriptions as this research was a

qualitative study. The results from test sheet and indicator of lesson plan were the

supporting information for content analysis checklist. Furthermore, the question

level classification was displayed to answer the second research problem.

A. Result Finding

The writer obtained odd semester final exam questions from an English

teacher who is actively teaching in class XII. In the following, a table of questions

and indicators is presented in the order of the Basic Competency (KD) numbers in

the Syllabus lesson plan.

Table 4.1. The questions from Basic Competence number 3.1

Item

Number

Question Subject

matter

Indicator

1

Ela : Mom, do you need some help?

You look so busy this morning.

Mom : Of course, dear. I need another pair of

hands to wash the dish.

The underlined sentence expresses ….

A. Accepting help

B. Offering help

C. Refusing help

D. Looking for something

E. Apologizing

Menawarkan

Jasa

3.1.2 Memahami

ungkapan yang

sesuai dengan

teks interaksi

yang melibatkan

tindakan

menawarkan

jasa

2

Romy: Sir, would you like me to close the window

for you?

Menawarkan 3.1.2 Memahami

ungkapan yang

38

Mr. Arthur: Yes, please. It’s very cold inside.

The underlined sentence express:

A. Asking help

B. Offering help

C. Refusing something

D. Accepting an offer

E. Suggestion

Jasa sesuai dengan

teks interaksi

yang melibatkan

tindakan

menawarkan

jasa

3

The following expression is showing of refusing help

…

A. It’s very kind of you

B. Can I help you?

C. Oh, would you? Thank you very much

D. No, thanks. I can carry it myself.

E. Oh really? Thanks a lot.

Menawarkan

Jasa

3.1.1 Memahami

struktur teks

interaksi yang

melibatkan

tindakan

menawarkan

jasa

4

Rosa: May I help you?

Fani: Yes, please. I need a book entitled "Broken

Heart"

Rosa: Sure, we have one copy left, .....

Fani : Thanks a lot

A. I'll get it for you

B. I think the story is touching

C. It is not cost a lot of money

D. Let me help you

E. That's a good idea

Menawarkan

Jasa

3.1.1 Memahami

struktur teks

interaksi yang

melibatkan

tindakan

menawarkan

jasa

5

Dear Shinta,

Joe told me your laptop broke down yesterday, if you

like I can take it to Naufal. He can repair your laptop

efficiently. What is the message about?

A. Suggestion for repairing the laptop

B. Offering help for taking the laptop to be repaired

C. Offering to repair the laptop

D. Giving the opinion for repairing the laptop

E. Taking the laptop to repair

Menawarkan

Jasa

3.1.3

Mengidentifikasi

interaksi yang

melibatkan

penawaran jasa

melalui video

atau beberapa

contoh yang

diberikan

Table 4.1 shows that Basic Competency number 3.1 regarding the

expression offering help has three indicators of competency achievement.

However, in the questions obtained above, it can be seen that there are only two

indicators that are not consecutive into odd semester exam questions, namely

indicator 3.1.1 and indicator 3.1.3. While the questions for indicator 3.1.4 did not

39

produce exam questions. In short, from three indicators in Basic Competency 3.1,

only three indicators were made.


Item

Number

Question Subject

matter

Indicator

6

This text is for questions no 6 and 7

Required immediately

An Expatriate Kid’s Caretaker

Requirements:

Female, above 25 years

Graduated from reputable university,

fluent in English.

High motivated, patient, love kids,

trustful.

Understand how to take care and play

with the kids

Good in health (with doctor

recommendation attached).

Having additional skill is preferable

(play music, sing, dance etc)

Interested applicant should submit the

application with CV and recent photograph

within a week to PO BOX 1517 SBY Code:

UM/55/KIDS

The text above tells us about?

A. Letter

B. News

C. Job vacancy ads

D. Banner

E. Information

Lamaran

kerja

3.2.1 Mengklasifikasi

peran dan fungsi yang

terdapat dalam surat

lamaran kerja dengan

benar

7

What statement is TRUE based on the text?

A. Application letter should be submitted

next month

B. Applicant has to enclose curriculum vitae

and photo

C. Applicant can speak native language well

D. Male applicant can apply this job.

E. Applicant is not 27 years old

Lamaran

kerja

3.2.3 Mengidentifikasi

informasi rinci dari

surat lamaran kerja

dengan benar

8

The correct order of an application letter is

….....

1. Your address

2. Middle paragraph

3. Salutation

Lamaran

kerja


struktur teks surat

lamaran kerja sesuai

dengan konteks

40

4. Signature

5. Opening paragraph

6. Complementary

7. Date

8. Closing paragraph

9. Company address

A. 1 – 7 – 3 – 4 – 5 – 2 – 8 – 6– 9

B. 1 – 7 – 9 – 3 – 5 – 6 – 2 – 8 – 9

C. 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9

D. 1 – 7 – 9 – 3 – 5 – 2 – 8 – 6 – 4

E. 1 – 7 – 9 – 4 – 5 – 2 – 7 – 8 – 3

penggunaannya

9

I look forward to the opportunity to

personally discuss why I am particularly

suited for this position. We can see the

sentences above in the ..... of an

application letter.

A. First paragraph

B. Middle paragraph

C. Closing paragraph

D. Complementary

E. Salutation

Lamaran

Kerja


struktur teks surat

lamaran kerja sesuai

dengan konteks

penggunaannya

Table 4.2 explains that Basic Competency number 3.2 regarding the

specific text of job applications has three indicators of competency achievement.

However, in the questions obtained above, it can be seen that there are two

indicators that are not consecutive into odd semester exam questions, namely

indicator 3.2.2 preceded by indicator 3.2.3. The making of questions is not in

accordance with the indicator sequence numbers made in the lesson plan. It can be

said that item number 7 is better made in the order of item number 9 so that the

question is more detailed from easy to difficult levels.


41

Item

Number

Question Subject

matter

Indicator

10

10. The following statement is not correct

about the description of picture, ....

A. They did not greet other teams after

the race.

B. Duanwu Festival was held on a river.

C. The participants of the boat race

competed fairly and squarely.

D. There are many people seeing this

race

E. The race was held sportmanship

Teks

Caption


informasi rinci dari teks

caption beserta fotonya terkait

gambar/foto/tabel/grafik/bagan

11 This text if for questions no 11 and 12

What word in the caption has the meaning

of quickness?

A. Precision

B. Agility

C. Speed

D. Display

E. Celebrate

Teks

Caption


referensi makna dari caption

tersebut dengan benar

12 What is the topic of the caption?

A. Performance of an aerobatic in Hawk

jets

B. Performance of anniversary of Victory

Day

C. Celebrating of Victory Day

D. The Red Arrow Fast Aerobatic Team

E. Display season of Royal Air Force

Teks

Caption


referensi makna dari caption


42

13

Where does the activity of the caption

happen ?

A. At 105 Senior high School

B. On the event of MAPS

C. Students of twelve science

D. In Desember 2015

E. In the school yard of 105 Senior High

School

Teks

Caption


informasi rinci teks caption

beserta fotonya terkait

gambar/foto/tabel/grafik

14 This picture is for questions number 14

and 16

Who is the main subject in the picture that

is described in the caption?

A. it was taken on January 14 2016

B. the location was in Thamrin, Jakarta

C. Indonesian President, Joko Widodo

D. to give a description of what is going

on in the picture

E. the kind of caption is cutline.

Teks

Caption





15 What is the purpose of the caption?





on in the picture


Teks

Caption

3.3.3 Mengklasifikasi peran

fungsi dari teks caption

dengan benar.

16 Where was the loction took place?





Teks

Caption





43

on in the picture


Table 4.3 explains that Basic Competency number 3.3 regarding caption

text has three indicators of competency achievement. However, in the questions

obtained above, it can be seen that item number 15 has an indicator that correctly

classifies the function role of the caption text which is the third indicator that

should be made into the last question (item number 16) from KD 3.2 above. From

the seven questions above, there are inconsistencies in the number sequence

indicators from easy questions to difficult question levels.


Item

Number

Question Subject

matter

Indicator

17 This text is for questions no 17 to 18

The Surabaya Police have arrested a man,

identified only as MN, for allegedly

buying an infant via Instagram.

MN was arrested at his house on Jl. Karah

in Jambangan district in Surabaya, East

Java, on Sunday. He was found to have

paid some Rp 3.8 million (US$250) for a

baby boy when he was only three days.

Surabaya police chief Sr. Comr. Rudi

Setiawan said recently that the transaction

was conducted in Semarang, Central Java,

on Sept. 23. The baby’s parents live in

Tangerang in Banten.

“The baby is now safe with the Surabaya

administration,” Rudi said on Monday

(The Jakarta Post, Tue, October 16, 2018)

What is the purpose of the text?

A. To inform readers about arrested man

News item

text

3.4.1 Menganalisis peran dan

fungsi sosial dalam news item

terkait berita sederhana dari

koran/radio/TV, sesuai dengan

konteks penggunaannya

44

for buying an infant

B. To describe the important person for

readers

C. To argue that arresting the man is

important

D. To explain how police arrested the man

E. To convince reader that buying infant

is illegal

18 What is the generic structure of the text

above?

A. Orientation – Complication –

Reorientation

B. Orientation – Series of event –

Reorientation

C. Stating thesis – Arguments –

Reiteration

D. Goal – Equipments – Steps

E. Newsworthy event – Background

events – Sources

News item

text


struktur teks pada teks news

item berbentuk berita

sederhana dari

koran/radio/TV, sesuai

dengan konteks

penggunaannya

19 The following text is for question 19 to 20.

A powerful earthquake

aftershock hit Nepal and India

on Sunday, causing a snow slide

in the Himalaya region and

affecting building in New Delhi.

The United States

Geological survey said the

earthquake was a 6.7 magnitude.

The earthquake is believed to

have been less dangerous than

Saturday’s earthquake that killed

least 1,900 people with its 7.9

magnitude tremor.

“We have an aftershock

know.” Said Indian mountaineer

Arjun Vajpai on a telephone call

Reuters from his base camp,

which is located 20 km from the

Everest.

As Vajpai was speaking on

the phone, the sound of the

avalanche could be heard.

Additionally, according to a

tweet from a Romanian climber,

Alex Gavan, the aftershock had

3.4.2 Menganalisis unsur

kebahasaan beberapa teks

news item lisan dan tulis

dengan memberi dan meminta

informasi terkait berita

sederhana dari



45

triggered three avalanches.

Alex Gavan tweeted that the aftershock

had set off three avalanches. What does

the underline mean?

A. Tremors

B. Disasters

C. Eruptions

D. landslides

E. Snowlides

20

What is the text about?

A. The United State Geological Survey

B. The earthquake preceded by a volcano

eruption

C. An earthquake struck India and Nepal

on Sunday

D. Arjun Vaijpai reported on a strong

earthquake in India

E. The sound of the snowslide could be

heard from New Delhi

News

items text

3.4.1 Menganalisis fungsi

sosial, struktur beberapa teks




sederhana dari



21 The following text is for question 21 to 22.

The Borneo Orangutan

Survival (BOS) foundation has

created a new habitat for

orangutans in Salat Nusa Island.

Central Kalimantan province the

foundation aims at preserving

the habitat of orangutans in the

island.

The island was chosen

due it was an ideal orangutan

habitat. It has well-preserved

vegetation throughout the year.

BOS foundation claimed that 10

percent of the orangutan

population needs to be

rehabilitated due to various

reasons such as the high-risk of

disease, physical handicaps and

a lack of skill to survive in the

wild. Caused by prolonged

captivity. The problems can be

overcome by creating a special

News item

text

3.4.2 Menganalisis unsur

kebahasaan beberapa teks




sederhana dari



46

habitat, which is not accessible

to wild orangutans.

Denny Kurniawan, Nyaru

Menteng program manager,

stated that the plan got attention

from the local people and

government. The local people

have agreed compensation to be

paid for the land and plantation,

which will be changed into the

new orangutan habitat.

21. “……is not accessible to….”

(paragraph 2)

What does the underlined word

closely mean?

a. Reachable

b. Acceptable

c. Available

d. Realizable

e. Procurable

22

From the text, we know that 10 percent of

orangutan populations rehabilitated

because…..

a. They are very dangerous

b. They lack the skill a adapt

c. They are often hunted by humans

d. The habitat is not suitable for wild

orangutans

e. The population of orangutans has

decreased rapidly in the habitat

News item

text

3.4.1 Menganalisis peran dan

fungsi sosial dalam news item

terkait berita sederhana dari



23

Which of the sentences using if – clause

that show suggestion?

A. If I am a doctor I will help poor people.

B. If you are unwell, see the doctor

C. If you feel bored, how about going to

the cinema?

D. Unless you drink enough water, you

won’t get kidney trouble

E. If you study hard you will be succesfull

If Clause None

24

Laura : If you practice much you will

understand it better.

Rio : Yes, you are right.

If Clause None

47

The if – clause is followed by .......

A. A dream

B. An imperative

C. A suggestion

D. A reminder

E. A general truth

25

Which of the sentences using if – clause

that show dream?



C. If you feel bored, how about going to

the cinema?

D. Unless you drink enough water, you

won’t get kidney trouble


If Clause None

Table 4.4 depicts about Basic Competence 3.4 regarding news item text.

There are 3 indicators of competency achievement seen from the table. Indicator

4.4.1 is contained in item number 17, 20, and number 22, which aims to enable

students to analyze social roles and functions in news items related to news.

Furthermore, the second indicator is listed in item number 19 and number 21

which aims to make students able to analyze the linguistic elements of several oral

and written news item texts. While the third indicator is included in item number

18 which aims to make students able to identify the text structure of the news item

text in the form of simple news. However, it can be noted that the question

arrangement is also irregular from easy to difficult level questions and is not

consecutive from the number of indicators made.

Table 4.4 also displays item number 23, 24, and 25 about the use of if

clause. Based on Basic Competency pairs stated by Minister of Culture and

Education Regulation shows that for the odd semester, each English teacher must

48

teaches start from KD 3.1 up to KD 3.4. Meanwhile, if clause subject is on KD

3.5 and the three questions do not have indicator.

Table 4.5 Essay questions from KD 3.1 to KD 3.4

Item

Number

Question Subject

matter

Indicator

26

Dhea : My extended family is going to a surprise

birthday party to my grandmother next week.

Riki : Wow, that sounds great. How old is she?

Dhea : She’ll be 75 on August 13

Riki : Really? I didn’t know that she was that old. I

thought that she was still around 60. She looks much

younger.

Dhea : Thanks

Riki : What if I help you with the preparation?

Dhea : Oh, it’s very nice of you. But I’m going to do it

with my sister. Thanks for the offer.

Riki : Okay, no problem.

Questions :

a. Where do you think the conversation take

place?

b. What are the relationships between the

speaker?

c. What are the function of the italicized words?

d. What are the function of the underlined

words?

Offering

help

Mengidentifikasi

interaksi yang

melibatkan

penawaran jasa

melalui video atau

beberapa contoh

dialog yang

diberikan

27 Lilis Handayani

Jl. A. Yani 389

Surabaya, 65151

April 19, 2015

Mr. Frank Peterson, Personnel Manager

Jeans and Co.

Jl. Raya Pandaan 186

Pandaan Pasuruan, Jawa Timur, 98502

Dear Mr. Peterson:

I am writing to you in response to your advertisement

for a local branch manager newspaper appeared in the

Jawa Pos on Sunday, June 15. As you can see from my

enclosed resume, my experience and qualifications

match this position’s requirements.

My current position, managing the local branch of a

Application

letter

Mengidentifikasi

informasi rinci

dari surat lamaran

kerja dengan

benar

Mengklasifikasi

peran dan fungsi

yang terdapat

dalam surat

lamaran kerja

49

national shoe retailer, has provided the opportunity to

work

Questions :

a. To whom is the letter sent?

b. Who wrote the application letter?

c. What is the purpose of writing the letter?

d. What position is being advertised?

e. How did Lilis Handayani know the vacancy?

dengan benar

28 The following text is for question 3 to 4

Anzac 456, Winston

September 23, 2016

Terry Blackwell

Eureka Publishing

56 Main Road

Parramatta 4532

Dear Mr. Blackwell

I would like to apply for the

position of editor advertised in

the Eureka Daily. I am enclosing

my resume, certificates, and

references.

I am very interested in the

position. I believe that my

experience and education

background will be suitable for

it.

With a Bachelor’s degree in

journalism, I am knowledgeable

about editing. I also have some

experience in designing digital

materials. Please see my resume

for additional information on my

experience. I can be reached via

e-mail at [email protected] or

by phone at 5648798

Thank you for your

consideration. I look forward to

hearing from you soon.

Sincerely yours

Daniel Dalton

Application

letter

3.2.1

Mengidentifikasi

informasi rinci

dari surat lamaran

kerja dengan

benar

mailto:[email protected]

50

How can the writer be contacted?

29

What are the qualifications the writer has? 3.2. 3

Mengklasifikasi

peran dan fungsi

yang terdapat

dalam surat

lamaran kerja

dengan benar

30

a. Who is the main subject in the picture that is

described in the caption?

b. What is the purpose of the caption?

Caption text 3.3.1

Mengidentifikasi

informasi rinci

dari teks caption

beserta fotonya

terkait

gambar/foto/tabel/

grafik/bagan

3.3.3

Mengklasifikasi

peran fungsi dari

teks caption

dengan benar.

Table 4.5 above discusses the suitability of essay exam questions with

indicators. The item number 26 namely sub items (a), (b), (c), and (d) has the aim

of identifying interactions involving the offering of services via video or some

examples of dialogue given. From this indicator, it has been appropriate with the

four questions made.

Item number 27 has five sub items. All of these sub items are compatible

with both indicators which aim to identify the detailed information of a job

application letter correctly and to classify the roles and functions well contained in

a job application letter. Item number 28 has an indicator to correctly identify the

51

detailed information of a job application letter. From this question, it is known

that it has been compatible with the indicators written.

Item number 29 shows that there is a conformity with the indicators aimed

at correctly classifying the roles and functions contained in a job application

letter. Furthermore, item number 30 has two sub items, namely item (a) is also

appropriate with the indicator to identify detailed information from the caption

text along with the photos related to images / photos / tables / graphs / charts.

Meanwhile, item (b) is correspond to indicators which correctly classify the role

of the function of the caption text.

B. Discussion

From the results of the data that has been obtained above, then the writer

made a discussion of the research questions in this study. The research questions

was discussed and answered in the discussion whether there is a compatible

between the end-of-semester exam questions and the indicators in the English

teacher's lesson plan. Then, the question level classification was displayed to

answer the second research problem.

1. The questions that are appropriate with the indicator

The writer described the questions that are appropriate with the indicator

after getting the examination items above. The following table showed the

question arrangements based on indicator and question focus to make the readers

understand easier.

52

Table 4.6. The questions that are appropriate with the indicator

Item

Number

Subject

Matter Question focus Indicator Appropriate

1, 2, 3, 5 Offering

something/

Help

Asking about

expression

offering help

3.1.3 Mengidentifikasi interaksi yang

melibatkan penawaran jasa melalui

video atau beberapa contoh yang

diberikan

√

6 Application

letter

The question

asked what the

text about

clearly

3.2.1 Mengklasifikasi peran dan

fungsi yang terdapat dalam surat

lamaran kerja dengan benar √

7 Application

letter

The statement is

TRUE based on

the text

3.2.3 Mengidentifikasi informasi rinci

dari surat lamaran kerja dengan benar √

8, 9 Application

letter

The text

structure


dari surat lamaran kerja dengan benar √

10 Caption text The description

of picture

3.3.1 Mengidentifikasi informasi

rinci dari teks caption beserta fotonya

terkait


√

11, 12 Caption text Ask about word

meaning based

on the caption

text

3.3.2 Mengidentifikasi referensi

makna dari caption tersebut dengan

benar √

13, 14 Caption text Ask about the

description of

the picture



terkait


√

15 Caption text The purpose of

the caption

3.3.3 Mengklasifikasi peran fungsi

dari teks caption dengan benar. √

16 Caption text Ask about the

issue implicitly



terkait


√

17 News text The purpose of

the text

3.4.1 Menganalisis peran dan fungsi

sosial dalam news item terkait berita

sederhana dari koran/radio/TV, sesuai

dengan konteks penggunaannya

√

18 News text The generic

structure of the

text

3.4.3 Mengidentifikasi struktur teks

pada teks news item berbentuk berita


√

53


Item

Number

Subject


21 News text The closest

meaning of the

underline word

3.4.2 Menganalisis unsur kebahasaan

beberapa teks news item lisan dan

tulis dengan memberi dan meminta

informasi terkait berita sederhana dari



√

22 News text Ask to complete

the analysis text

3.4.1 Menganalisis peran dan fungsi

sosial dalam news item terkait berita



√

26 Offering

help

Ask the place,

relationship, the

meaning of the

context, the

meaning of

italic word

3.1.3 Mengidentifikasi interaksi yang

melibatkan penawaran jasa melalui

video atau beberapa contoh yang

diberikan √

27 Application

letter

Ask to analyze

WH-questions

based on the

text

3.2.1. Mengidentifikasi informasi

rinci dari surat lamaran kerja

dengan benar

3.2.2. Mengklasifikasi peran dan

fungsi yang terdapat dalam

surat lamaran kerja dengan

benar

√

28 Application

letter

Ask how the

writer can be

contacted


rinci dari surat lamaran kerja dengan

benar √

29 Application

letter

Ask about the

qualifications of

the writer

3.2.3 Mengklasifikasi peran dan

fungsi yang terdapat dalam surat

lamaran kerja dengan benar √

30 Caption text Ask the main

subject in the

picture and

the purpose of

the caption


dari teks caption beserta fotonya

terkait gambar/foto/tabel/grafik/bagan

3.3.3 Mengklasifikasi peran fungsi

dari teks caption dengan benar.

√

From the discussion of the 3.1 Basic Competency table, it can be

concluded that item numbers 1, 2 and 3 have indicators of understanding the text

54

structure of interactions that involve the act of offering services/help. Thus, the

three questions is appropriate with the indicator made. Item number 5 is also in

accordance very much with the indicators made by emphasizing students to be

able to identify interactions involving offering service.

From the discussion of the 3.2 Basic Competency table, it can be seen that

item number 6 has an indicator of correctly classifying the roles and functions

contained in a job application letter. Thus, the questions number 6 is appropriate

with the indicator made because the question asked what the text about clearly.

The indicator with the aim of identifying the text structure of a job application

letter in accordance with the context of its use is also listed in item number 8 and

9 which asked about the text structure. Therefore, both questions are compatible

with indicator mentioned. Item numbers 7 was asked about the statement is true

based on the text. It shows that the item is appropriate with the indicator of

identifying detailed information from the text. Item number 10, 13 and 14 are also

very appropriate to the indicators made by emphasizing students to be able to

identify detailed information from the caption text and their photos related to

images as the questions asked about the description of the picture.

Items number 11 and 12 contain indicators that identify the reference to

the meaning of the caption correctly. The question is appropriate with the

indicators made by the teacher because the question asks about word meaning

based on the caption text. Furthermore, item number 16 is also appropriate with

the indicator mentioned because the question was asked about the issue implicitly,

where in the indicator, it is expected that students are able to identify detailed

55

information from the caption text along with the photo related to the image /

photo. The third indicator is contained in item number 15 with the aim of

correctly classifying the function role of the caption text. Because the question

was asked about the purpose of the text, the question is matching with the

indicator.

Item number 17, 18, 21, and 22 are about news item text and they are

appropriate with all indicators mentioned. The questions hope that students are

able to analyze the role and social function of news items related to simple news

items from newspapers / radio / TV, to identify the text structure of news item

texts in the form of simple news items, and to analyze the linguistic elements of

several oral and written news item texts by providing and asking for information

related to simple news from newspapers / radio / TV.

There are five essay questions that are suitable with the indicators of the

four Basic Competencies which include several indicators regarding the subject

offering help, application letters, caption text, and news item text given by the

teacher. In summary, all of the questions from KD 3.1, 3.2 and 3.3 are appropriate

with the indicator made by teacher in lesson plan.

2. Questions that are inappropriate with the indicators

The writer described the questions that are inappropriate with the

indicator. The following table showed the question arrangements based on

indicator and question focus to make the readers understand easier.

Table 4.7. The questions that are inappropriate with the indicator

Item

Number

Subject


4 Offering Ask to complete the 3.1.2 Memahami X

56

something/

help

sentence

Rosa: May I help you?

Fani: Yes, please. I need a

book entitled "Broken

Heart"

Rosa: Sure, we have one

copy left, .....

Fani: Thanks a lot

ungkapan yang sesuai

dengan teks interaksi

yang melibatkan

tindakan menawarkan

jasa

19 News text Ask about the synonym of

the underline word.

Alex Gavan tweeted that

the aftershock had set off

three avalanches. What

does the underline mean?

3.4.2 Menganalisis

unsur kebahasaan

beberapa teks news

item lisan dan tulis

dengan memberi

dan meminta

informasi terkait

berita sederhana

dari

koran/radio/TV,

sesuai dengan

konteks

penggunaannya

X

20 News text Ask what the text is about 3.4.1 Menganalisis

fungsi sosial,

struktur beberapa

teks news item lisan

dan tulis dengan

memberi dan

meminta informasi

terkait berita

sederhana dari

koran/radio/TV,

sesuai dengan

konteks

penggunaannya

X

On basic competency of 3.1, there is one question, item number 4, which

is the question made is not included in the three indicators for KD 3.1 so it can be

said that the question is not compatible with the indicator. Next, the item number

19 is also inappropriate because the teacher hopes the students are able to analyze

57

the social function of the news item text, but the synonym is applied in the

question that refers to the language feature so that it is contrary to the indicator

mentioned. The item number 20 on basic competency of 3.4 is written with

indicators about analyzing social functions, the structure of several oral and

written news item texts by giving and requesting information related to simple

news from newspapers / radio / TV. However, the question being asked is about

the main idea of the text. Thus, this question is not compatible with the indicator.

The number of inappropriate questions in the examination sheet is three questions.

3. Question items that have no indicators

Based on the data gained, the writer also found that there were three questions

that do not mentioned the indicator in the lesson plan. The analysis can be noticed in the

following table.

Table 4.8. The questions that do not have indicator

Item

Number Subject Matter Question focus Indicator

23 If Clause

Which of the

sentences using if –

clause that show

suggestion?

X

24 If Clause The if – clause is

followed by .......

X

25 If Clause

Which of the

sentences using if –

clause that show

dream?

X

Item numbers 23, 24 and 25 are the questions that are not discussed in

learning English for odd semester. This can be seen in the appendices table for

Basic Competency pairs where teachers only teach up to basic competency 3.4

according to ministerial educational regulations of Indonesia. Besides, the

58

indicators for the three questions were not made individually. In short, there are

three questions that do not have indicator.

4. Questions Level of LOTS, MOTS, and HOTS from Examination Sheet

The writer classified all of the examination questions into Lower Order

Thinking Skill (LOTS), Middle Order Thinking Skill (MOTS), and√ High Order

Thinking Skill (HOTS) after analyzing the appropriate questions. The questions

classification can be seen on this following table.

Table 4.9. Question level classification

Item Number Operational Word

(KKO) Cognitive Level

Questions Level Classification

LOTS MOTS

Question

HOTS

Question

1, 2, 3 Mengidentifikasi C1 √ (4)

4 Memahami C2 √ (1)

5 Mengidentifikasi C1 √ (1)

6 Mengklasifikasi C2 √ (1)

7, 8, 9, 10, 11, 12,

13, 14 Mengidentifikasi C1 √ (8)



17 Menganalisis C4 √ (1)


19, 20, 21, 22 Menganalisis C4 √ (4)

23, 24, 25 No indicator


27 Mengidentifikasi dan

Mengklasifikasi C1 and C2 √ (1)



30 Mengidentifikasi dan

Mengklasifikasi C1 and C2 √ (1)

Total 16 6 5

59

From the table, the writer classified the question level by supplying

checklist (√) followed by sum of item number in the bracket in order to get the

total item of each level correctly. Besides, the item number 23, 24, and 25 are not

classified and calculated by the writer since the teacher did not mention the

indicator in the lesson plan. There are only 27 items that can be analyzed on the

question level. The table implies that teacher made mostly the LOTS question

level which consists of 16 questions and applied C1 (identify as operational word)

in the question sheet of final examination. There are six questions included into

LOTS question level which use C2 (understand and classify as operational word).

While, the HOTS level is only five questions created by the English teacher in it.

C. Answering Research Questions

Based on the discussion obtained above, it can be formulated to answer

research questions about how the semester exam questions is appropriate with the

indicators made by the teacher in the lesson plan. The following table is the

analysis results and the percentage of the appropriate and inappropriate with the

indicators.

Table 4.10 Analysis results and the percentage of appropriate and

inappropriate item with indicator

Lesson

Plan

Subject

matter

Total

of

item

The number of

appropriate

item with

indicator

The number

of

inappropriate

item with

indicator

The

number

of item

without

indicator

Percent of

appropriate

item

RPP 1 Offering

help 6 5 1 - 83.33%

RPP 2 Application

Letter 7 7 - - 100%

60

RPP 3 Teks

Caption 8 8 - - 100%

RPP 4 News Item 9 4 2 3 44.44%

Total

Questions 30 24 3 3 80%

Based on the results of data analysis and discussion, it shows that the

appropriateness of the evaluation instrument material used by the teacher in the

RPP odd semester grade XII SMAN Kuta Cot Glie, some have not reached 100%

conformity. It means that the teacher has not fully represented the evaluation

instrument in the indicators that have been made. RPP 1 with the subject matter of

offering services/help which is compatible is 83.33%. RPP 2 with the subject

matter of job application letter displays the appropriateness 100%. RPP 3 with the

subject matter of caption text shows the suitable questions 100%. While, in RPP

4, it is only 44.44% of the appropriateness with the indicator.

The total final examination that has been analysis is 30 question. As

mentioned above in the table 4.7, six of 30 question is not appropriate towards the

indicator in lesson plan. The overall average of the odd semester exam questions

that are appropriate with the indicators in the lesson plan is 80%. Meanwhile 10%

questions made by teacher is not suitable to the indicator and there are three

question (10% of questions) have no indicator. So, it can be concluded that the

evaluation instrument used by one of the teachers at SMAN Cot Glie has not

reached 100% conformity with the indicators contained in the lesson plan.

Based on the analysis result of question level classification in the

discussion above, it can answer the second research problem whether all of the

61

examination questions included into LOTS, MOTS, and HOTS. The teacher has

made 16 questions of LOTS (59.25%) from 27 questions. There are six questions

of MOTS level created (22.22%) of all. The last, it was calculated that the teacher

produced only five questions of HOTS level (18.5%) of all.

The results of the classification analysis of the questions level above are in

accordance with the theory developed in the cognitive domain of Bloom's

taxonomy which states that for operational verbs the C1 level shows the indicators

of making LOTS questions. From the analysis of table 4.6, it can be seen that

teachers use very much operational words to identify for the category of

remembering (level C1). Meanwhile, the C2 level used is the word

comprehending and classification which is an indicator for making MOTS

questions. Finally, the level C4 that uses analyzing word which is made in the

indicator refers to the HOTS question.

From the statements of various theories mentioned in the chapter two put

forward in this study. The results of the data analysis can be said that there are

three multiple choice questions that are inappropriate with the indicators made in

the lesson plan and the two questions should be reexamined so that the level of

student ability can be measured based on the achievement indicators competence.

The teacher made five HOTS question level of 27 items. The results of the

analysis distinguish this study from other studies mentioned above. Based on the

several previous studies stated in chapter two, the writer minimized the research

conducting around the analysis of appropriateness between evaluation instrument

and indicators of English lesson plan (RPP) especially the evaluation instrument

62

from the questions of final examination. The writer also continued to analyze the

question level based on the cognitive level of taxonomy Bloom.

59

CHAPTER V

CONCLUSIONS AND RECOMMENDATION

A. Conclusion

Based on the findings and the discussions presented in the previous

chapters, some conclusions are established as the answers to the research problem.

There are four basic competencies and four lesson plans in the discussion of this

study. In one lesson plan consists of two and three indicators made by the teacher.

Discussion of KD 3.1 regarding offering help has five exam questions according

to the indicators. KD 3.2 is about an application letter which states that there are

seven exam questions in accordance with the indicators. KD 3.3 which learns

about caption text has eight exam questions according to the indicators. KD 3.4

which discusses news item text has five exam questions in accordance with the

indicators. The appropriateness of the questions can be calculated in 80%.

Besides, there are three questions that are inappropriate with the indicators and

three questions that made by the teacher without indicator.

The English teacher made more LOTS questions, namely 16 questions

(59.25%) based on the indicator in the lesson plan. There are only six of MOTS

question level created by the teacher. Meanwhile, five questions are included into

HOTS question level. The number of LOTS and HOTS questions level is really

different from the number of LOTS question. Therefore, it can be concluded that

the teacher still did not know how the percentage to make LOTS, MOTS, and

HOTS questions as a whole.

60

B. Recommendation

Based on the results of the research that has been carried out, it is hoped

that the compilers of the questions, especially the English teachers, must be more

careful in preparing the final semester exam questions. These questions must be

adjusted to the competency achievement indicators that have been set in the lesson

plan so that the teacher can find out how much the students' ability level is in

achieving these indicators. It is also hoped that in the preparation of questions, the

teacher should better understand the level of question making from easy (LOTS),

middle level questions (MOTS) to difficult level questions (HOTS). Question

makers must pay attention to the order of the question numbers in sequence

according to the indicator numbers made in the lesson plan so that the use of

cognitive operational words (Taxonomy Bloom) is composed of low to high

cognitive levels. In addition, the teacher must double-check the questions that

have been made using grammar rules such as the equivalent subject verb

agreement, correct use of punctuation marks, good sentence preparation, and

correct word selection so that students do not misunderstand the question.

61

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English Basic Competency (KD) Pairs of the third grade Odd Semester

Cognitive Aspect Psycomotor Aspect 3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menawarkan jasa, serta menanggapinya, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan May I help you?, What can I do for you? What if ...?)

4.1 Menyusun teks interaksi interpersonal lisan dan tulis sederhana yang melibatkan tindakan menawarkan jasa, dan menanggapinya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

3.2 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk surat lamaran kerja, dengan memberi dan meminta informasi terkait jati diri, latar belakang pendidikan/pengalaman kerja, sesuai dengan konteks penggunaannya

4.2 Surat lamaran kerja, 4.2.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk surat lamaran kerja, yang memberikan informasi antara lain jati diri, latar belakang pendidikan/ pengalaman kerja, 4.2.2 Menyusun teks khusus surat lamaran kerja, yang memberikan informasi antara lain jati diri, latar belakang pendidikan/pengalaman kerja, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

3.3 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk teks caption, dengan memberi dan meminta informasi terkait gambar /foto /tabel/grafik/ bagan, sesuai dengan konteks penggunaannya

4.3 Teks penyerta gambar (caption), 4.3.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk caption terkait gambar/foto/tabel/grafik/bagan, 4.3.2 Menyusun teks khusus dalam bentuk teks caption terkait gambar/foto/tabel/grafik/bagan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

3.4 membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks news item lisan dan tulis dengan memberi dan meminta informasi terkait berita sederhana dari koran/radio/TV, sesuai dengan konteks penggunaannya

4.4 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks news items lisan dan tulis, dalam bentuk berita sederhana koran/radio/TV

3.5 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pengandaian diikuti oleh perintah/saran, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan if dengan imperative, can, should)

4.5 menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait pengandaian diikuti oleh perintah/saran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

Appendix V : Indicator of competence achievement of third grade SMA (semester 1)

No. Basic

Comptence Subject Matter Indicator of Competence Achievement

RPP 1

KD 3.1

Menawarkan Jasa

3.1.1 Memahami struktur teks interaksi yang

melibatkan tindakan menawarkan jasa

3.1.2 Memahami ungkapan yang sesuai dengan

teks interaksi yang melibatkan tindakan

menawarkan jasa

3.1.3 Mengidentifikasi interaksi yang melibatkan

penawaran jasa melalui video atau beberapa

contoh yang diberikan

3.1.4 Menyebutkan persamaan dan perbedaan dari

contoh-contoh interaksi, dilihat dari isi dan

cara pengungkapannya

RPP 2

KD 3.2

Surat Lamaran

Kerja

3.2.3. Mengklasifikasi peran dan fungsi yang

terdapat dalam surat lamaran kerja dengan

benar

3.2.4. Mengidentifikasi struktur teks surat lamaran

kerja sesuai dengan konteks penggunaannya

3.2.5. Mengidentifikasi informasi rinci dari surat

lamaran kerja dengan benar

3.2.6. Mengidentifikasi perbedaan dan persamaan

kalimat-kalimat pembuka, pernyataan

kualifikasi, dan bagian-bagian lainnya

RPP 2

KD 3.3

Teks Caption

3.3.1 Mengidentifikasi informasi rinci dari teks



3.3.2 Mengidentifikasi referensi makna dari caption


3.3.3 Mengklasifikasi peran fungsi dari teks

caption dengan benar.

3.3.4 Menganalisis unsur-unsur caption, bertanya

jawab, dan kemudian menerapkannya untuk

menganalisis beberapa caption lainnya.

RPP 4

KD 3.4

Teks News Item

3.4.1 Menganalisis peran dan fungsi sosial dalam

news item terkait berita sederhana dari

koran/radio/TV, sesuai dengan konteks

penggunaannya

3.4.2 Menganalisis unsur kebahasaan beberapa

teks news item lisan dan tulis dengan

memberi dan meminta informasi terkait

berita sederhana dari koran/radio/TV, sesuai

dengan konteks penggunaannya.

3.4.3 Mengidentifikasi struktur teks pada teks

news item berbentuk berita sederhana dari

koran/radio/TV, sesuai dengan konteks

penggunaannya

Appendix VI : The division of cognitive domains Revised Bloom's Taxonomy

No. Level Taksonomi Kata Kerja Operasional

yg Dapat Diukur Deskripsi Perilaku

1. Mengingat 1. Mengidentifikasi

2. Menyebutkan

3. Mendaftar

4. Menunjukkan

5. Mendevinisikan

6. Melabel

Mengingat atau menyadari

informasi.

2. Memahami 1. Menjelaskan

2. Mendeskripsikan

3. Mengklasifikasi

4. Mencontohkan

5. Meringkas

6. Mengelompokkan

Memahami makna, menetapkan

kembali dalam kata-kata sendiri,

menafsirkan, ekstrapolasi,

menerjemahkan, merangkum,

membuat ringkasan.

3. Menerapkan 1. Menggunakan

2. Menerapkan

3. Memecahkan

4. Mengubah

5. Menanggapi

6. Menentukan

Menggunakan atau menerapkan

pengetahuan, mempraktikkan teori,

menggunakan pengetahuan dalam

menanggapi keadaan nyata,

merespon yang dipahami.

4. Menganalisis 1. Menganalisis

2. Menguji

3. Mengukur

4. Membandingkan

5. Menafsirkan

6. Membagi

Menafsirkan elemen, prinsip-prinsip

organisasi, struktur, konstruksi,

hubungan internal, kualitas,

keandalan komponen individu,

menyeleksi hasil penerapannya.

5. Mengevaluasi 1. Menilai

2. Meninjau

3. Menyelidiki

4. Mengelola

5. Membenarkan

6. Mempertahankan

Menilai efektivitas seluruh konsep,

dalam hubungannya dengan nilai-

nilai output, khasiat, kelangsungan

hidup; berpikir kritis, perbandingan

strategis dan review; penghakiman

yang berkaitan dengan kriteria

eksternal, mengontrol.

6. Mencipta 1. Merencanakan

2. Merevisi

3. Mengembangkan

4. Membangun

5. Mengintegrasikan

6. Memodivikasi

Mengembangkan struktur unik

baru, sistem, model, pendekatan,

ide-ide, berpikir kreatif, operasi.

Hasil Analisis Sutjipto

(Berdasarkan Anderson dan Krathwhol pada tahun 2001)

Appendix VII : Final Examination sheet of first semester of SMAN 1 Kuta

Cot Glie

PEMERINTAH ACEH

DINAS PENDIDIKAN

SMA NEGERI 1 KUTA COT GLIE

Jl. Banda Aceh – Medan Km. 32 Desa Lamtui Kabupaten

Aceh Besar Kode Pos : 23363

Email : [email protected]

UJIAN SEMESTER GANJIL

TAHUN PELAJARAN 2019/2020

MAPEL : BAHASA INGGRIS (WAJIB)

KELAS : XII MIPA / IPS

I. Choose the correct answer!

1. Ela : Mom, do you need some help? You look so busy this morning.

Mom : Of course, dear. I need another pair of hands to wash the dish.

The underlined sentence expresses ….

A. Accepting help

B. Offering help

C. Refusing help

D. Looking for something

E. Apologizing

2. Romy : Sir, would you like me to close the window for you?

Mr. Arthur: Yes, please. It’s very cold inside.

The underlined sentence express:

A. Asking help

B. Offering help

C. Refusing something

D. Accepting an offer

E. Suggestion

3. The following expression is showing of refusing help,....

A. It’s very kind of you

B. Can I help you?

C. Oh, would you ? Thank you very much

D. No, thanks. I can carry it myself.

E. Oh really? Thanks a lot.

4. Rosa : May I help you ?

Fani : Yes, please. I need a book entitled "Broken Heart"

Rosa : Sure, we have one copy left, .....

Fani : Thanks a lot

A. I'll get it for you

B. I think the story is touching

C. It is not cost a lot of money

D. Let me help you

E. That's a good idea

5. Dear Shinta, Joe told me your laptop broke down yesterday, if you like I can

take it to Naufal. He can repair your laptop efficiently.Fara What is the

message about ?

A. Suggetion for repairing the laptop

B. Offering help for taking the laptop to be repaired

C. Offering to repair the laptop

D. Giving the opinion for reparing the laptop

E. Taking the laptop to repair

This text is for questions no 6 and 7

Required immediately An Expatriate Kid’s Caretaker

Requirements:

Female, above 25 years Graduated from reputable university, fluent in English. High motivated, patient, love kids, trustful. Understand how to take care and play with the kids Good in health (with doctor recommendation attached). Having additional skill is preferable (play music, sing, dance etc)

Interested applicant should submit the application with CV and recent

photograph within a week to PO BOX 1517 SBY Code: UM/55/KIDS

6. The text above tells us about?

A. Letter

B. News

C. Job vacancy ads

D. Banner

E. Information

7. What statement is TRUE based on the text?

A. Application letter should be submitted next month

B. Applicant has to enclose curriculum vitae and photo

C. Applicant can speak native language well

D. Male applicant can apply this job.

E. Applicant is not 27 years old

8. The correct order of an application letter is ........

10. Your address

11. Middle paragraph

12. Salutation

13. Signature

14. Opening paragraph

15. Complementary

16. Date

17. Closing paragraph

18. Company address

A. 1 – 7 – 3 - 4 – 5 - 2 - 8 – 6– 9

B. 1 – 7 – 9 - 3 – 5 - 6 - 2 – 8 – 9

C. 1 – 2 – 3 - 4 – 5 - 6 - 7 – 8 – 9

D. 1 – 7 – 9 - 3 – 5 - 2 - 8 – 6 – 4

E. 1 – 7 – 9 - 4 – 5 - 2 - 7 – 8 – 3

9. I look forward to the opportunity to personally discuss why I am particularly

suited for this position. We can see the sentences above in the ..... of an

application letter.

A. First paragraph

B. Middle paragarph

C. Closing paragraph

D. Complementary

E. Salutation

10. The following statement is not correct about the description of picture, ....

A. They did not greet other teams after the race.

B. Duanwu Festival was held on a river.

C. The participants of the boat race competed fairly and squarely.

D. There are many people seeing this race

E. The race was held sportmanship

This text if for questions no 11 and 12

11. What word in the caption has the meaning of quickness ?

A. Precision

B. Agility

C. Speed

D. Display

E. Celebrate

12 What is the topic of the caption ?

A. Performance of an aerobatic in Hawk jets

B. Performance of anniversary of Victory Day

C. Celebrating of Victory Day

D. The Red Arrow Fast Aerobatic Team

E. Display season of Royal Air Force

13. Where does the activity of the caption happen ?

A. At 105 Senior high School

B. On the event of MAPS

C. Students of twelve science C

D. In Desember 2015

E. In the school yard of 105 Senior High School

This picture is for questions no 14, 15 and 16

14. Who is the main subject in the picture that is described in the caption?




D. to give a description of what is going on in the picture


15. What is the purpose of the caption?






16. Where was the location of the picture took place?

A. It was taken on January 14 2016




This text is for questions no 17 to 18

The Surabaya Police have arrested a man, identified only as MN, for allegedly

buying an infant via Instagram.

MN was arrested at his house on Jl. Karah in Jambangan district in Surabaya, East

Java, on Sunday. He was found to have paid some Rp 3.8 million (US$250) for a

baby boy when he was only three days.

Surabaya police chief Sr. Comr. Rudi Setiawan said recently that the transaction

was conducted in Semarang, Central Java, on Sept. 23. The baby’s parents live in

Tangerang in Banten.

“The baby is now safe with the Surabaya administration,” Rudi said on Monday

(The Jakarta Post, Tue, October 16, 2018)

17. What is the purpose of the text?

A. To inform readers about arrested man for buying an infant

B. To describe the important person for readers

C. To argue that arresting the man is important

D. To explain how police arrested the man

E. To convince reader that buying infant is illegal

18. What is the generic structure of the text above?

A. Orientation – Complication – Reorientation

B. Orientation – Series of event – Reorientation

C. Stating thesis – Arguments – Reiteration

D. Goal – Equipments – Steps

E. Newsworthy event – Background events – Sources

The following text is for question 21 to 22.

A powerful earthquake aftershock hit Nepal and India on

Sunday, causing a snow slide in the Himalaya region and affecting

building in New Delhi.

The United States Geological survey said the earthquake was a

6.7 magnitude. The earthquake is believed to have been less

dangerous than Saturday’s earthquake that killed least 1,900

people with its 7.9 magnitude tremor.

“We have an aftershock know.” Said Indian mountaineer

Arjun Vajpai on a telephone call Reuters from his base camp,

which is located 20 km from the Everest.

As Vajpai was speaking on the phone, the sound of the

avalanche could be heard. Additionally, according to a tweet from

a Romanian climber, Alex Gavan, the aftershock had triggered

three avalanches.

19. Alex Gavan tweeted that the aftershock had set off three avalanches. What

does the underline mean?

A. Tremors

B. Disasters

C. Eruptions

D. landslides

E. Snowlides

20. What is the text about?

A. The United State Geological Survey

B. The earthquake preceded by a volcano eruption

C. An earthquake struck India and Nepal on Sunday

D. Arjun Vaijpai reported on a strong earthquake in India

E. The sound of the snowslide could be heard from New Delhi

The following text is for question 21 to 22.

The Borneo Orangutan Survival (BOS) foundation has created a new habitat

for orangutans in Salat Nusa Island. Central Kalimantan province the foundation

aims at preserving the habitat of orangutans in the island.

The island was chosen due it was an ideal orangutan habitat. It has well-

preserved vegetation throughout the year. BOS foundation claimed that 10 percent

of the orangutan population needs to be rehabilitated due to various reasons such as

the high-risk of disease, physical handicaps and a lack of skill to survive in the wild.

Caused by prolonged captivity. The problems can be overcome by creating a special

habitat, which is not accessible to wild orangutans.

Denny Kurniawan, Nyaru Menteng program manager, stated that the plan got

attention from the local people and government. The local people have agreed

compensation to be paid for the land and plantation, which will be changed into the

new orangutan habitat.

21. “……is not accessible to….” (paragraph 2)

What does the underlined word closely mean?

f. Reachable

g. Acceptable

h. Available

i. Realizable

j. Procurable

22. From the text, we know that 10 percent of orangutan populations rehabilitated

because…..

A. They are very dangerous

B. They lack the skill a adapt

C. They are often hunted by humans

D. The habitat is not suitable for wild orangutans

E. The population of orangutans has decreased rapidly in the habitat

23. Which of the sentences using if – clause that show suggestion?



C. If you feel bored, how about going to the cinema?

D. Unless you drink enough water, you won’t get kidney trouble


24. Laura : If you practice much you will understand it better.

Rio : Yes, you are right.

The if – clause is followed by .......

A. A dream

B. An imperative

C. A suggestion

D. A reminder

E. A general truth

25. Which of the sentences using if – clause that show dream?



C. If you feel bored, how about going to the cinema?

D. Unless you drink enough water, you won’t get kidney trouble


II. ESSAY :

1. Dhea : My extended family is going to a surprise birthday party to my

grandmother next week.

Riki : Wow, that sounds great. How old is she?

Dhea : She’ll be 75 on August 13

Riki : Really? I didn’t know that she was that old. I thought that she was still

around 60. She looks much younger.

Dhea : Thanks

Riki : What if I help you with the preparation?

Dhea : Oh, it’s very nice of you. But I’m going to do it with my sister. Thanks

for the offer.

Riki : Okay, no problem.

Questions :

e. Where do you think the conversation take place?

f. What are the relationships between the speaker?

g. What are the function of the italicized words?

h. What are the function of the underlined words?

2.

2. Answer the following questions :

f. To whom is the letter sent?

g. Who wrote the application letter?

h. What is the purpose of writing the letter?

i. What position is being advertised?

j. How did Lilis Handayani know the vacancy?

Lilis Handayani Jl. A. Yani 389 Surabaya, 65151

April 19, 2015 Mr. Frank Peterson, Personnel Manager Jeans and Co. Jl. Raya Pandaan 186 Pandaan Pasuruan, Jawa Timur, 98502

Dear Mr. Peterson: I am writing to you in response to your advertisement for a local branch manager newspaper appeared in the Jawa Pos on Sunday, June 15. As you can see from my enclosed resume, my experience and qualifications match this position’s requirements.

My current position, managing the local branch of a national shoe retailer, has provided the opportunity to work under a high-pressure, team

environment, where it is essential to be able to work closely with my colleagues in order to meet sales deadlines. In addition to my responsibilities as manager, I also developed time management tools for staff using Access and Excel from Microsoft’s Office Suite.

Thank you for your time and consideration. I look forward to the opportunity to personally discuss why I am particularly suited for this position. Please call me after 4.00 p.m. to suggest a time we may meet. I

can be reached via telephone number 031-858564 or by email at [email protected].

Sincerely, Lilis Handayani

mailto:[email protected]

The following text is for question 3 to 4

Anzac 456, Winston

September 23, 2016

Terry Blackwell

Eureka Publishing

56 Main Road

Parramatta 4532

Dear Mr. Blackwell

I would like to apply for the position of editor advertised

in the Eureka Daily. I am enclosing my resume, certificates,

and references.

I am very interested in the position. I believe that my

experience and education background will be suitable for it.

With a Bachelor’s degree in journalism, I am

knowledgeable about editing. I also have some experience in

designing digital materials. Please see my resume for

additional information on my experience. I can be reached via

e-mail at [email protected] or by phone at 5648798

Thank you for your consideration. I look forward to

hearing from you soon.

Sincerely yours

Daniel Dalton

3. How can the writer be contacted?

4. What are the qualifications the writer has?

5. Answer the question below!

a. Who is the main subject in the picture that is described in the caption?

b. What is the purpose of the caption?

an analysis of appropriateness evaluation …

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