TESTING

1. Siswa yang dites biasanya merasa takut karena .... (2)

2. Sementara guru juga resah bila akan ada tes bagi siswa mereka karena .... (3)
3. Tetapi tidak satupun siswa maupun guru menolak tes karena ....
4. Tes memiliki 5 elemen pokok yaitu metoda, pengukuran, manusia, kemampuan atau pengetahuan, dan bidang tertentu.
Dengan demikian definisi tes adalah ....
5. Masing-masing elemen tes tersebut mempunyai implikasi sbb. ....
6. Salah satu tujuan akhir memberi tes adalah:
a. memberi tanda berakhirnya KBM c. menjuruskan siswa
b. mengukur kepandaian siswa d. melengkapi tugas guru
7. Keputusan yang dibuat atas interpretasi hasil tes harus mengacu kepada:
a. pengalaman dan tujuan siswa mengikuti tes c. pengalaman dan kemampuan guru
b. pengalaman dan tujuan pengetes d. aturan tes yang berlaku
8. Tes (test procedure) sesungguhnya merupakan pengganti prosedur pengukuran yang lebih lengkap dan
komplek tetapi lebih akurat (criterion-procedure). Maksudnya ....
9. Siapakah yang dapat memanfaatkan hasil tes bahasa (stake holder)?
a. yang dites c. ahli linguistik e. pemerintah
b. yang mengajar d. lembaga pendidikan
10. Jenis tes berikut ini didasarkan atas materi tes:
a. achievement test b. diagnostic test c. placement test d. proficiency test
11. Jenis tes berikut ini didasarkan atas tujuan tes:
a. summative test b. diagnostic test c. placement test d. formative test
12. Materi tes berikut dapat digunakan untuk summative test:
a. achievement test b. diagnostic test c. formative test d. proficiency test
13. Materi tes berikut dapat digunakan untuk formative test:
a. achievement test b. diagnostic test c. summative test d. proficiency test
14. Beda summative test dengan formative test terletak pada:
a. materinya b. tujuannya c. bentuknya d. waktu penyelenggaraannya
15. Pembagian menjadi subjective test dan objective test didasarkan pada:
a. materinya b. tujuannya c. cara memeriksanya d. bentuknya
16. Manakah yang termasuk objective test?
a. multiple-choice b. completion c. essay d. true-false
17. Manakah yang termasuk subjective test?
a. multiple-choice b. completion c. essay d. true-false
18. Tes berikut didasarkan atas waktu yang tersedia untuk mengerjakannya.
a. power test b. summative test c. speed test d. formative test
19. Discrete point test, global test, dan integrative test adalah jenis tes berdasarkan:
a. bentuknya b. tujuannya c. keterkaitan antara elemen-elemennya d. cara menjawabnya
20. Communicative test menekankan pada:
a. language form b. language use c. language skills d. language components
21. Syarat tes yang baik meliputi:
a. reliability b. validity c. practicality d. feasibility
22. Maksud reliability adalah ....
23. Beda antara test reliability dan scorer reliability adalah ....
24. Untuk memperoleh reliability, ada 4 cara yaitu ....
25. Maksud validity adalah ....
26. Yang berkaitan erat dengan konsep bahasa dan belajar bahasa adalah:
a. face validity b. content validity c. construct validity d. washback validity
27. Yang berkaitan dengan pendapat awam tentang tes adalah:
a. face validity b. content validity c. construct validity d. washback validity
28. Yang berkaitan erat dengan hasil tes lain atau hasil tes di masa mendatang adalah:
a. face validity b. content validity c. construct validity d. washback validity

29. Practicality berurusan dengan ....

30. Perhatikan gambar papan sasaran lima panah berikut. Peringkatlah menurut reliability dan validity-nya.
.
. . ...
.
.. . .
. . . ..... . .
. .
. . .
. . .
.
a b c d e f
What do you feel before, during and after doing the test?
Intimidated
Confused
Surprised
Afraid
Frustrated
Useless
Detached
Embarrased
Disappointment
Angry
Loss of confidence / demoralised / discouraged
Helpless
Anxious / pressurised

What may cause the feeling mentioned above?

Rubrics / instructions unclear or inadequate

Purpose of the test unclear
Time pressure
Unfamiliarity with the test type
Lack of preparation for the test: either in terms of practice
beforehand or warning that it was to take place
Layout
Arcane or specialised nature of subject matter
Level too high
Lack of interest in topics
 TESTING

WHAT?
A test is a method of measuring a person's ability or knowledge
in a given area.

WHY?
1. to evaluate courses, methods, techniques,
syllabuses,
and materials
2. to evaluate the effectiveness of a language
teaching
3. to measure the students' progress in learning a
language
4. to find out about the students' achievement
5. to encourage the students to learn further
6. to find out about learning difficulties
7. to place the students
8. to select the students
Communicative
Needs
THE CURRICULUM TRIANGLE

Language Testing System

Programmes
 REQUIREMENTS?

1. RELIABILITY
What?
The consistency of the measurement of the test
The accuracy with which an item of a test is measuring what it is measuring

What kinds?
1. Test reliability
2. Scorer reliability

How to obtain?
1. Administering parallel test to the same subject
2. Administering test-retest
3. More than one scorer or scoring
4. Using split-half method

2. VALIDITY
What?
The relevance between a test and what it should measure
The extent to which the test measures what it is intended to measure

What kinds?
1. Construct validity
2. Content validity
3. Face validity
4. Empirical validity (Criterion-related validity; Pragmatic validity)
a. Concurrent validity
b. Predictive validity
5. Washback validity

3. PRACTICALITY
What?
 A test should be as economical as possible in terms of time (preparing, sitting, and
marking) and of cost (materials and hidden cost of time spent).

KINDS OF TESTS
Remarks (Content, Purpose, Structure,
Kinds of Tests
Treatment)
Achievement The content is related to what has
(Attainment) been learned
Proficiency
The content is not related to what has
Aptitude been learned
To identify those who are most likely to
Placement succeed in learning language
To place students at an appropriate
Formative level in a programme or course
(Diagnostic) To find the strengths and weaknesses
of the students for future plan
Summative To rank or grade the students or to
decide their position
Power To find how much the students have
actually mastered the language
Speed To find the students speed in using
the language
Direct To ask the students to perform the
skills being measured
Indirect To measure the underlying ability of
the real life use of language
Contextualised The tests are provided in context
Decontextualised The tests are provided without context
Global (Integrative) To measure one's ability to use
combination of elements at one time
Atomistic (Discrete) To test a specific language element,
e.g. grammar, or vocab at one time
Communicative Focus on language use in real life
Subjective situation
The tests require expert judgment in
Objective the scoring process
The tests do not require expert
Criterion referenced judgment in the scoring process
The students result is compared to an
 Norm referenced agreed standard or criterion
The students result is compared to
the others

GUIDELINES FOR WRITING TESTS

A. General Guidelines (Validity, Reliability, Practicality)
1.You should be clear about what you want to test.
2.Tests must be purposeful, useful, and the result can be
interpreted, and believed.
3.Achievement tests should relate to what has been
taught.
4.Tests should be within the reach of the intended
population (students).
5.Tests should have beneficial washback effects on the
teaching and the syllabus.
6.Give the tests you have written to your colleagues to
check.
7.Tests should be reliable and practicable.

B. Specific Guidelines
1. Rubrics should be clear, precise and simple. It is possible
to give them in the native language. Students should
know what to do, how to do and how they will be judged.
2. Define the criteria for marking, if possible in advance of
the testing. Unexpected but correct answers should be
wisely treated.
3. Avoid decontextualised tests because language is used in
context for a purpose. Provide sufficient context.
4. The context should clearly require the answer you have in
mind.
5. You have to foresee all possible answers, especially in
open-ended items.
6. In multiple-choice questions, the distractors should
distract, and for relevant reasons.
7. Avoid cultural bias, subject or background knowledge
bias, or test knowledge bias.
8. Write items whose response can be judged for adequacy.
9. Encourage in your items the creative use of the language.
10. Tests should be as similar as to real world
communicative use of language.
11. A communicative task like writing should give the
students something to write, to someone, for a reason,
and the students should be given some content to
communicate.
12. The language of the comprehension tests should be
easier than the language of the tests.

We teach English

English is a language

Language is a means of communication

The students are able to use the language for communication

Communication involves 4 language skills

Listening, Speaking, Reading, Writing

Language skills involves language components

 Structure, Vocabulary, Pronunciation, Spelling

We teach (make the students learn) language skills & components

Materials taken from the curriculum in action (KTSP)

KTSP is based on SI and SKL

Testing is identical to teaching

The way & material to test is identical to those to teach

GRAMMAR
Multiple Choice

1. Tom ought not to ... (A. tell B. having told C. be telling D. have told) the secret, but he did.
2. Tom ought not to ... the secret, but he did.
A. tell C. be telling
B. having told D. have told
A. tell
3. Tom ought not to B. having told the secret, but he did.
C. be telling
D. have told
4. A. Tom ought not to tell the secret, but he did.
B. Tom ought not to having told the secret, but he did.
C. Tom ought not to be telling the secret, but he did.
D. Tom ought not to have told the secret, but he did.
5.Tom ought not to have told anyone the secret.
A. So ought you. C. Neither you oughtnt.
B. Neither ought you. D. So oughtnt you.
6. Tom ought not to have told the secret.
A. Tom did not tell the secret but he should.
B. Perhaps Tom may not tell the secret.
C. Tom told the secret but it was wrong of him.
D. It was necessary for Tom not to tell the secret.
7. ... was Robert late last week?
Three times.
 A. How much C. How often
B. How many D. How long

Error recognition
1. Im worried that youll be angry to me.
A B C D
2. Sun / is shining / brightly today,/ isnt it?
A B C D
Rearrangement

1. You can imagine how ....

A. warm is it today C. is it warm today
B. today it is warm D. warm it is today
2. You can imagine how ....

A. it B. today C. warm D. is
3. Not only ......................
/the examination/very difficult/unfair/was/but/it/was/also
Completion
This book belongs ... my sister.

Transformation
1. I was able to leave the office early yesterday.
It was possible ....
2. When will you visit London? Mr. Brian asked me.
Mr. Brian asked me ....
Broken sentence
Take / drugs and stimulants / keep awake / while revise examination / often be very harmful. / It be far
better / lead / balanced life / and get enough sleep / every night.

Pairing and matching

Going to see a film tonight? A. Actually, I like them.
Dont you find war films too violent? B. Yes, I probably will.
I cant stand war films, can you? C. Not really. I like them.

Contextualised
A 72-year-old Samoan who (1) ... no English at all spent thirteen days (2) ... on buses in the San
Francisco area after he had become separated (3) ... his family, police said.
(4) ... said that Faaitua Logo, (5) ... moved to the United States two years ago, left his son and daughter-
in-law (6) ... a few minutes in a market in San Jose (7) ... something at a nearby stall. When he tried to
return to them, he could not remember where they (8) ... for him.
1. A. speaks B. is speaking C. has spoken D. was speaking
2. A. ride B. riding C. to ride D. was riding
3. A. with B. from C. by D. off
4. A. He B. They C. One D. It
5. A. which B. that C. who D. what
6. A. in B. for C. since D. at
7. A. to buy B. for buying C. bought D. buying
8. A. waited B. wait C. were waiting D. have waited

Researchers (1) to convince that a drug they (1) ...............

(2) to test can improve the memory and that it (2) ...............
(3) to be the forerunner of other drugs which (3) ...............
eventually (4) to improve mental ability. (4) ...............

Students who were given the drug for a

fortnight did considerably (1. well) in tests than (1) .............
others. The tests included the (2. memorise) of (2) .............
lists of words as well as of (3. inform) from two (3) .............
massages transmitted at the same time.

Items to consider:

1a. Old Mr. Jones enjoys ... the children playing.

A. looking for B. looking at C. looking on D. looking to
1b. Mr. Jones enjoys ... the children playing in front of him.
A. looking for B. looking at C. looking on D. looking to
2a.4.... sun is
A. bat shining today.
A.B.The
butterflyB. A C. Some D. --
2b. ... Sun is
C. bird shining today.
2c. ... sun
D. is shining today.
dragonfly
2d. Is ... sun shining today?
3a. As soon as possible the next day I sent my story ... the editor ... the magazine ... which my best work
usually appeared.
3b. As soon as possible the next day I sent my story (1) ... the editor (2) ... the magazine (3) ... which my
best work usually appeared.
(1) A. to B. by C. with D. at
(2) A. with B. of C. in D. for
(3) A. at B. about C. in D. by
4a. John can sing better than you.
You cannot sing ....
4b. You cannot sing as well as John.
John can sing ....

VOCABULARY
Multiple Choice

1. A person who receives and pays out money in a bank.

A. broker B. account C. creditor D. cashier
2. Advocate
A. advise B. contradict C. support D. damage
3. Its rained continuously for two whole days.
A. without stopping B. heavily C. regularly D. at odd moments

5. I saw a nasty ... between two cars this morning.

A. danger B. happening C. accident D. damage
6. Budi : Tell me what time the doctors (1) ... opens.
Ana : Its open now. The (2) ... will help you.
Budi : Excuse me. I just want to collect a (3) ....
Ana : Is it for some (4) ... for a headache?
Budi : No. Its for some cough (5) ....
Ana : Here it is. This should soon (6) ... your bad cough.
(1)A. office B. surgery C. hospital D. ward
(2)A. porter B. hostess C. waitress D. receptionist
 (3)A. cure B. recipe C. direction D. prescription
(4)A. liquid B. medicine C. solution D. prevention
(5)A. drink B. mixture C. wash D. compound
(6)A. cure B. treat C. refresh D. prevent

Associated words
1. Put a circle around the odd word.
son father boy brother
2. Write down the particular subject connected by these words.
theatre ward sister bed
Matching
1. lying lorry road talk
knocked policeman injured broken
Poor Tom was (1) down by a (2) last week when he was crossing the (3). He was quite badly (4) and
he had to go into hospital for a few days. His left leg was (5) and both his arms were cut. While he
was (6) in bed in the hospital, a (7) came to (8) to him.
2. A. completely B. angrily C. politely D. carefully E. quickly F. busily
Write (1) ... the teacher shouted (2) ..., but dont waste time. You must get used to working (3) ....
Please, sir, a student said (4) ..., Ive finished.
No, you havent, answered the teacher. You havent (5) ... finished until youve ruled a line at the
end.
Completion
1. Snakes are one of the (1) d-m-n--t groups of (2) r-pt----; there are at least 2,000 different (3) sp-c--s of
snakes (4) sc-t----d over a wide area of the earth.
2. Anti : Whats the (1) today? (1) ..............
Yuli : Its the seventh.
Anti: At what (2) does the concert start? (2) ..............
Yuli : Seven oclock. Just a moment. I made a
note of it in my (3). (3) ..............

READING
Matching
1. now bow/not/now/how/mow
2. sheep shop/shape/sleep/heap/sheep
3. Tom is not going to your school.
A. Tom is not going to your pool.
B. Tom is going to your school.
C. Tom is not going to your school.
D. Tom is not coming to your school.
4. The boy runs after the girl.

5. coil /kil/ vt, vi wind or twist into a continuous circular or spiral shape; curl round and round: The
snake ~ed round the branch.
n (C) 1 something coiled; a single turn of something coiled: the thick ~s of a python. 2 length of wire
wound in a spiral to conduct electric current.
funnel /'fnl/ n (C) 1 tube or pipe wide at the top and narrowing at the bottom, for pouring liquids or
powders through small openings. 2 outlet for smoke of a steamer, railway engine, etc.
vt, vi (-ll, US -l-) (cause to) move (as if) through a funnel.
lattice /'ltis/ n (C) framework of crossed laths or metal strips as a screen, fence or door, or for
climbing plants to grow over: a ~ window.
 A. ......... B. ......... C. .........

True-False

1. The room is likely to be a library. T F

2. The men are leaving the desk. T F
3. The ladies are looking at the men. T F
4. The room is a no-smoking area. T F

5. The sun rises in the west. T F

6. Fish cant fly, but birds can. T F
7. Eye-gazing and eye-avoidance have meanings and patterns of profound significance. Gazing at others
eyes generally signals a request for information and perhaps affection, but embarrassment can result
from too long a mutual gaze. In fact, in intimate situations, there seems to be an equilibrium involving
proximity, eye contact, intimacy of topic, and smiling. If one component is changed, the others tend to
change in the opposite direction.
a. Looking at someone elses eyes or looking away from them means a person is thinking very deeply.
(T F)
b. We generally look at another persons eyes when we want information or a sign of affection from that
person. (T F)
c. If two people look too long at each others eyes, they will usually become embarrassed. (T F)

Multiple choice (The examples here have short texts)

1. The eyes are wonderful teachers - even musicians, who deal with sound, learn as much as by (doing,
playing, watching, practising) as by listening.
2. John is not as tall as Sally but hes a little taller than Rick.
A. Sally is taller than John and Rick
B. John is not as tall as Rick.
C. Sally is taller than John but not as tall as Rick.
D. Rick is taller than John and Sally.

Completion

NEWTON THEATRE 1. The Shanghai Festival Ballet will

FORTHCOMING ATTRACTIONS perform on ... evenings.
2. ... will be the most amusing play.
Monday, 8 January for 2 weeks
3. If you like dancing, you should see
MY FAT FRIEND
....
Charles Lawrences popular comedy
Wednesday, 24 January to
Saturday, 27 January
Shanghai Festival Ballet
presents
SWAN LAKE

Rearrangement
A. Well, said the farmer, scratching his chin, Ill tell you what we do.
B. The man went back to his car with a puzzled look on his face and said to his wife, I think he must be
crazy.
C. We eat what we can and what we cant eat we can.
D. A curious tourist, after passing a huge field of carrots alongside the road, stopped and asked the farmer
what he did with his large crop.
E. He said they ate what they could and what they couldnt they could.

Cloze
Once upon a time a farmer had three sons. He was very rich and had many fields but his sons were lazy.
When the farmer was dying, he called his three sons to him. I have left you ... which will make you ...,
he told them. But ... must dig in all ... fields to find the ... where the treasure is ....

WRITING
Rewriting (Punctuation)
1. lend me your pen please peter asked
2. i took my pen out anis pocket
Filling boxes (Punctuation)
1. What do you want, I asked Henry
2. John who is speaking is my friend
Multiple choice (Punctuation)
A. Tom asked me if I was going to the meeting?
B. Tom asked me, if I was going to the meeting.
C. Tom asked me, if I was going to the meeting?
D. Tom asked me if I was going to the meeting.
Multiple choice (Spelling)
1. A. thief B. belief C. seize D. decieve
2. A. sitting B. writting C. setting D. getting
Completion (Spelling)
1. o u ing = happening, taking place
2. She is swimming in the s m g pool.
Error-recognition (Spelling)
1. I want / to drink / a cup / of coffe.
A B C D
2. It is / a very bed story / I have / ever heard.
A B C D
Dictation (Spelling)
 Dictated: pen
I use a pen to write a letter.
pen

Sentence combining (Pre-writing)

1. He likes ice cream ... he wont eat any.
2. Some people came late. They will not get good seats.
Sentence expansion (Pre-writing)
1. The ... man hurried ... to the ... boy.
2. The man ... will visit us ....
Sentence reduction (Pre-writing)
1. He told us about a man who had a wooden leg. (with)
2. This man, who is hungry, needs some food. (one word)
(Timed) copying (Pre-writing)
Changing a passage (Guided writing)
I was 9 when my parents moved here. My sister ...... (I = Anis)
Building from a paragraph outline (Guided writing)
I / buy / new white swimsuit / I forget / bring / wallet .......
Writing a passage based on questions (Guided writing)
Arranging jumbled sentences (Guided writing)
Describing pictures (Guided writing)
Filling forms (Communicative writing)
Writing letters, advertisement, etc. (Communicative writing)
Writing styles (Free writing)
- Narrative - Argument
- Description - Comparison and Contrast
- Exposition

SPEAKING
Reading aloud
Conversational exchanges
1. Models: Mrs. Green lives in a flat. She doesnt like living in a flat and would like to live in a small
house with a garden. (She wishes she lived in a small house with a garden.)
Its raining heavily. Tom and Anna are waiting impatiently at home to set off on their picnic. (They
wish it would stop raining.)
a. Mr. Black has a small car but his neighbours all have large cars. He would like a large car, too.
b. Anna hasnt learnt how to swim yet but most of her friends can swim.
c. Tom is waiting for Bill outside the cinema. The show is just about to start but Bill has not arrived
yet.
2. Make an appropriate response.
a. You are trying to get to the market. Ask someone the way.
b. Do you mind if I smoke?
c. What about a game of tennis?
3. Follow the prompts in brackets.
Receptionist : Can I help you?
You : (You want to know if there is a single room available.)
Receptionist : Yes, we have some.
You : (Ask the price.)
Receptionist : Thirty-four pounds fifty a night.
You : (Ask if it includes breakfast.)

Using pictures

1. Spot the differences

2. Sequencing

3. Last summer Lucy spent a few days with her uncle and aunt in the country. When it was time for her to
return home, her uncle and aunt took her to the station. Lucy had made a lot of friends and she left sad
on leaving them. She got on the train and waved goodbye to them. ..... Now you continue to tell this
story.
Short talk & Role play

LISTENING
Phoneme discrimination
1. A. pin B. pen C. pan D. pain
2. A. sack B. sock C. shark D. shock
3. A. face B. fist C. fix D. fish

1. A B C D
2. A B C D
4. pin - pin 3. A B C D
A B C1 D 2 3

5. sock - sock
A B C D

6. Circle the letters of the same sentences: A B C

A. Theres a bend in the middle of the road.
B. Theres a bend in the middle of the road.
C. Theres a band in the middle of the road.
7. Choose the written word which corresponds to the spoken word.
a. Spoken: den
A. ten B. den C. Ben D. pen
b. Spoken: Ill thread it for you.
A. threat B. dread C. thread D. tread
Stress and intonation
1. Spoken : Ive just given THREE books to Bill.
Written : Ive just given three books to Bill.
( ) ( ) ( ) (X) ( ) ( ) ( )

Statements and dialogue

1. Spoken : I wish youd done it when I told you.
Written : A. I told you and you did it then.
B. I didnt tell you but you did it then.
C. I told you but you didnt do it then.
D. I didnt tell you and you didnt do it then.
2. Spoken : Why are you going home?
Written : A. At six oclock. C. To help my mother.
B. Yes, I am. D. By bus.

Understanding talks & lectures, and Following instructions

Using visual materials

Spoken Written
X: Look! Whats that inside the square? 1. A B C
X: Its a blue circle.
A. B. C.

Spoken Written
1. The lorrys on the left of the motorcyclist. 1. T F
2. The cars travelling in the same direction. 2. T F
 Spoken Written
1. Dony cant run as fast as Helga. 1. A B C
2. Tom wishes his sister could play tennis with him. 2. A B C
3. The switch is too high for Indri to reach. 3. A B C
4. The cars going to crash into a tree. 4. A B C

Strategi Peyusunan Soal:

1. Buat Daftar Indikator yang akan diteskan

2. Beri distribusi jumlah soal dengan tally secara proporsional
3. Cari bahan untuk soal
4. Buat satu soal, beri tanda indikator di belakangnya
5. Lingkari tally yang terkait sampai semua indikator tercakup
6. Sisa tally yang sukar dilengkapi diberikan ke indikator lainnya

Skimming / / / Soal 1 (Sk)

Scanning / / Soal 2 (Sc)
Detailed / / / / / / Soal 3 (Ded)
Between / / / / Soal 4 (Det)
Reference / / / / Soal 5 (Sk)
Predicting / / Soal 6 (Ref)
Deducing / / dst.