Joko Nurkamto
UNS Solo
Melalui tulisan pendek ini saya ingin berbagi pengalaman kepada para guru sekolah
menengah atas (SMA) dan madrasah aliyah (MA) tentang bagaimana membantu para peserta
didik menggapai kesuksesan dalam ujian bahasa Inggris, khususnya untuk bidang reading
comprehension. Tulisan ini terdiri atas 8 (delapan) bagian: (1) Standar Kompetensi Lulusan
SMA/MA, (2) Standar Kompetensi Bahasa Inggris SMA/MA, (3) Microskills and Macroskills of
Four Language Skills, (4) Standar Kompetensi Bahasa Inggris SMA untuk Ujian Nasional 2011,
(5) Teks yang akan Digunakan dalam UN 2011, (6) Indikator Membaca dalam SKL UN Tahun
2011, (7) Tipe dan Bentuk Pertanyaan dalam Soal Membaca UN 2010, dan (8) Tip Menjawab
Pertanyaan. Smoga para guru dapat mengambil manfaat dari tulisan ini.
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22. Menunjukkan keterampilan menyimak, membaca, menulis, dan berbicara dalam bahasa
Indonesia dan Inggris
23. Menguasai pengetahuan yang diperlukan untuk mengikuti pendidikan tinggi
Program Bahasa
1. Mendengarkan
Memahami makna dalam wacana lisan interpersonal dan transaksional, secara formal maupun
informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical
exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking dalam
konteks akademik, dan karya sastra populer dan otentik sederhana, dalam kehidupan nyata sehari-
hari
2. Berbicara
Mengungkapkan makna secara lisan dalam wacana interpersonal dan transaksional, secara formal
maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report,
analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking
dalam konteks akademik, dan karya sastra populer dan otentik sederhana, dalam kehidupan nyata
sehari-hari
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3. Membaca
Memahami makna dalam wacana tertulis interpersonal dan transaksional, secara formal maupun
informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical
exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking dalam
konteks akademik, dan karya sastra populer dan otentik sederhana, dalam kehidupan nyata sehari-
hari
4. Menulis
Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal
maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report,
analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking
dalam konteks akademik, dan karya sastra populer dan otentik sederhana, dalam kehidupan nyata
sehari-hari.
1. Listening
a. Microskills
1) Discriminate among the distinctive sounds of English.
2) Retain chunks of language of different lengths in short term memory.
3) Recognise English stress patterns, words in stressed and unstressed positions,
rhythmic structures, intonation contourse, and their roles in signaling information.
4) Recognise reduced forms of words.
5) Distinguish word boundaries, generalize a core of words, and interpret word order
patterns and their significance.
6) Process speech at different rate of delivery.
7) Process speech containing pauses, errors, corrections, and other performance
variables.
8) Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense,
agreement, pluralisation), patterns, rules, and 3eneraliza forms.
9) Detect sentence constituents and distinguish between major and minor constituents.
10) Recognise that a particular meaning may be expressed in different grammatical
forms.
11) Recognise cohesive devices in spoken discourse.
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b. Macroskills
12) Recognise the communicative functions of utterance according to situations,
participants, goals.
13) Infer situations, participants, goals using real-word knowledge.
14) From events, ideas, and so on, describes, predict outcomes, infer links and
connections between events, deduce causes and effects, and detect such relations as
main idea, supporting idea, new information, given information, 4eneralization, and
exemplification.
15) Distinguish between literal and implied meanings.
16) Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.
17) Develop and use a battery of listening strategies, such as detecting key words,
guessing the meaning of words from context, appealing for help, and signalling
comprehension or lack thereof.
2. Speaking
a. Microskills
1) Produce differences among English phonemes and allophonic variants.
2) Produce chunks of language of different lengths.
3) Produce English stress patterns, words in stressed and unstressed positions,
rhythmic structure, and intonation contours.
4) Produce reduced forms of words and phrases.
5) Use an adequate number of lexical units (words) to accomplish pragmatic purposes.
6) Produce fluent speech at different rates of delivery.
7) Monitor ones own oral production and use various strategic devices pauses,
fillers, self corrections, backtracking to enhance the clarity of the message.
8) Use grammatical word classes (nouns, verbs etc.) systems (tense, agreement,
pluralisation), word order, patterns, rules, and elliptical forms.
9) Produce speech in natural constituents: in appropriate phrases, pause groups, breath
groups, and sentence constituents.
10) Express a particular meaning in different grammatical forms.
11) Use cohesive devices in spoken discourse.
b. Macroskills
12) Appropriately accomplish communicative functions according to situations,
participants, and goals.
13) Use appropriate styles, registers, implicature, redundancies, pragmatic conventions,
conversation rules, floor keeping and yielding, interrupting, and other
sociolinguistic features in face-to-face conversations.
14) Convey links and connections between events and communicate such relations as
focal and peripheral ideas, events and feeling, new information and given
information, 4eneralization and exemplification.
15) Convey facial features, kinesics, body language, and other nonverbal cues along
with verbal language.
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16) Develop and use a battery of speaking strategies, such as 5eneralizat key words,
rephrasing, providing a context for interpreting the meaning of words, appealing for
help, and accurately assessing how well your interlocutor is understanding you.
3. Reading
a. Microskills
1) Discriminate among distinctive graphemes and orthographic patterns of English.
2) Retain chuncks of language of different lengths in short term memory.
3) Process writing at an efficient rate of speed to suit the purpose.
4) Recognise a core of words, and interpret word order patterns and their significance.
5) Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense,
agreement, pluralisation), patterns, rules, and elliptical forms.
6) Recognise that a particular meaning may be expressed in different grammatical
forms.
7) Recognise cohesive devices in written discourse and their role in signaling the
relationship between and among clauses
8) Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense,
agreement, pluralisation), patterns, rules, and elliptical forms.
b. Macroskills
9) Recognise the rhetorical forms of written discourse and their significance for
interpretation.
10) Recognise the communicative functions of written texts, according to form and
purpose.
11) Infer context that is not explicit by using background knowledge.
12) From described events, ideas, etc. Infer links and connections between events,
deduce causes and effects, and detect such relations as main idea, supporting idea,
new information, given information, 5eneralization, and exemplification.
13) Distinguish between literal and implied meanings.
14) Detect culturally specific references and interpret them in a context of the
appropriate cultural schemata.
15) Develop and use a battery of reading strategies such as scanning and skimming,
detecting discourse markers, guessing the meaning of words from context, and
activating schemata for the interpretation of texts.
4. Writing
a. Microskills
1) Produce graphemes and 5eneralizati patterns of English.
2) Produce writing at an efficient rate of speed to suit the purpose.
3) Produce an acceptable core of words and use appropriate word order patterns.
4) Use acceptable grammatical systems (e.g. tense, agreement, pluralisastion), patterns
and rules.
5) Express a particular meaning in different grammatical forms.
6) Use cohesive devices in written discourse.
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b. Macroskills
7) Use the rhetorical forms and conventions of written discourse.
8) Appropriately accomplish the communicative functions of written texts according
to form and purpose.
9) Convey links and connections between events, and communicate such relations as
main idea, supporting idea, new information, given information, 6eneralization, and
exemplification.
10) Distinguish between literal and implied meanings when writing.
11) Correctly convey culturally specific references in the context of the written text.
12) Develop and use a battery of writing strategies, such as accurately assessing the
audiences interpretation, using pre-writing devices, writing with fluency in the first
draft, using paraphrases and synonyms, soliciting peer and instructor feedback, and
using feedback for revising and editing.
2 Membaca:
Memahami makna dalam wacana Menentukan gambaran umum/rujukan kata/makna
tertulis secara formal maupun kata dalam teks dari sebuah teks fungsional pendek
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informal dalam bentuk teks berupa message yang disajikan.
fungsional pendek, recount,
narrative, procedure, Menentukan gambaran umum/informasi tertentu/
descriptive, news item, report, informasi rinci tersurat dalam sebuah teks dari teks
analytical exposition, hortatory fungsional pendek berupa announcement yang
exposition, explanation, disajikan.
discussion, dan review dalam
konteks kehidupan sehari-hari. Menentukan gambaran umum/informasi tertentu/
makna kata dalam sebuah teks dari teks fungsional
pendek berbentuk advertisement/brochure yang
disajikan.
3. Menentukan Hubungan antar Paragraf (tdk tercantum dlm indikator) (2, 86%)
a. What do you think about paragraphs 2 and 4?
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b. (What is the relationship between paragraph 2 and 4?)
a. This is a single dwelling room that housed one or two families. (paragraph 2) The
underlined word refers to ...
1. Hal pertama dan utama, yakinkan bahwa para peserta didik memahami maksud setiap
pertanyaan dalam soal. Bila mereka memahami maksud pertanyaan, berarti mereka telah
menjawab pertanyaan tersebut 50%. Oleh karena itu, ada baiknya guru memberikan drill
pertanyaan berbagai bentuk. Mereka perlu dipahamkan berbagai tipe pertanyaan yang
muncul dalam ujian.
2. Peserta didik perlu dipahamkan berbagai jenis teks: monolog dan dialog; interpersonal
dan transactional; short functional texts dan longer texts: messages, anouncement,
advertisement/brochures, news items, recounts, explanations. analytical expositions,
hortatoty expositions, discussions, reviews, dll. Pada saat mengajar (khususnya pada fase
modelling of the text), guru sebaiknya memberikan drilling yang cukup tentang berbagai
jenis teks sampai mereka memahami ciri masing-masing teks dan mampu membedakan
teks satu dengan teks lainnya secara cepat.
3. Peserta didik perlu dipahamkan indikator reading comprehension yang bersumber dari
microskills dan macroskills sebagaimana dipaparkan pada Bagian C tulisan ini.
4. Peserta didik perlu dilatih untuk mampu menggunakan dan mengembangkan a battery of
reading strategies such as scanning and skimming, detecting discourse markers, guessing
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the meaning of words from context, and activating schemata for the interpretation of
texts.
5. Terkait dengan pemahaman makna kalimat/ungkapan, peserta didik perlu dilatih
melakukan parafrase dengan cara mengganti kata dengan kata lain yang memiliki makna
sepadan (synonym), mengubah struktur frasa, dan mengubah struktur kalimat. Dalam
konteks ini, pemahaman tentang gramatika atau tata bahasa sangat diperlukan.
6. Berkaitan dengan pemahaman makna kata, ada baiknya peserta didik didorong untuk
menghafalkan kosa kata yang terkait dengan bidang-bidang tertentu, seperti ekonomi,
perdagangan, sain, budaya, teknologi, pendidikan, kesehatan, lingkungan, hiburan, iklan,
memo, pengumuman, dll. Bila perlu, setiap hari mereka diminta menghafalkan 10 kata
baru (lengkap dengan spelling, pronounciation, meaning, reference, dan their uses in
contexts).
7. Peserta didik perlu dipahamkan strategi menjawab pertanyaan berbentuk pilihan ganda
(multple choice). Yang perlu diperhatikan antara lain adalah maksud dan arah stem serta
homogenitas pilihan (alternatives atau choices).
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