BEDAH KISI-KISI UP UKM.

PPG DALJAB 2021

CPBS/Capaian Pembelajaran Bidang Studi

• Menguasai teori dan aplikasi materi bidang studi Bahasa Inggris yang mencakup: (a) hakekat
bahasa Inggris sebagai ilmu yang terdiri dari unsur bunyi, tata bahasa, kosa kata, ungkapan,
makna, dan penggunaannya; (b) hakekat empat keterampilan berbahasa Inggris (listening,
speaking, reading, writing) sebagai alat komunikasi; (c) berbagai jenis teks (genre) Bahasa Inggris
baik lisan maupun tulis dalam bentuk functional, transactional, interpersonal, dan monologue;
(d) fungsi sosial, struktur dan unsur kebahasaan berbagai teks berbahasa Inggris dalam berbagai
konteks serta penggunaannya secara akurat, lancar, spontan dan berterima; termasuk advanced
materials yang mampu menjelaskan aspek “apa” (konten), “mengapa”

CPMK/Capaian Pembelajaran Mata Kegiatan

• Menganalisis teori/hakekat bahasa Inggris sebagai ilmu yang terdiri unsur bunyi, tata bahasa,
kosa kata, ungkapan dan penggunaannya, serta aplikasinya dalam pembelajaran Bahasa Inggris
di SMP, SMA dan SMK.

• Menganalisis hakekat empat keterampilan berbahasa Inggris (listening, speaking, reading,

writing) sebagai alat komunikasi serta aplikasinya dalam pembelajaran bahasa Inggris di SMP,
SMA dan SMK

• Menganalisis prinsip penyusunan dan penyuntingan teks lisan dan tulis dengan menggunakan
struktur teks dan unsur kebahasaan secara akurat dan berterima serta aplikasinya dalam
pembelajaran Bahasa Inggris di SMP, SMA dan SMK

Let’s discuss it

31. Peserta mampu menentukan klausa berbentuk conditional type 1 dengant tepat

Conceptual 31. _____ Mr. Mann will certainly

attend the meaning.
Simple Present a. If the flat tire didn’t happen.
b. If he didn’t get a flat tire.
If + S + V1 , S + will + Verb-bared c. If the tire flattened itself.
d. If the flat tire doesn’t
Note: happen.
The verb in the conditional clause is in present tense while the
verb in the main clause is in future tense. Could finish in time.
32. Peserta mampu menganalisis untuk mengganti kata tersebut menggunakan afiksasi yang benar.

Conceptual 32. Don’t let failure dishearten

An affix is a word element of English grammar used to alter the you! You must fight against ….
meaning or form of a word and comes in the form of either a prefix or a. Discourage
a suffix. Prefixes include examples like "un-," "self-," and "re-," while b. Discouragement
suffixes come in the form of ending elements like "-hood," "-ing," or "- c. Discouraging
ed.“ d. Discouraged
While prefixes typically maintain the word class (such as noun, verb,
or adjective) of the word it's modifying, suffixes often times change
the form entirely, as is the case with "exploration" compared to
"explore" or "highlighter" compared to "highlight."

33. peserta mampu melengkapi teks dengan klausa yang sesuai.

Conceptual 33. A current of water known as the Gulf Stream

A clause is a group of words that includes comes up from the Gulf of Mexico, and then ____ the
a subject and a verb. (A clause functions as an
North Atlantic toward Europe. …
adjective, an adverb, or a noun.) a. crossing
b. it crosses
c. with its crosses
d. crosses it
34. peserta mampu menentukan bentuk conditional (fulfilled/unfulfilled) dengan benar.

The three conditional sentences are:
Type I - Real/Possible (If you work hard, you will
succeed)
Type II - Unreal/Imaginary (If you worked hard,
you would succeed)
Type III - Unrealized/Unfulfilled (If you had worked
hard, you would have succeeded.)
34. ‘We were not informed of the decision.’
‘We did not have something to say about it.’
The meaning that best expresses the two sentences
abouve is ....
a. Had we been informed of the decision, we might have
had something to say about it.
b. If we had informed of the decision, we would have
something to say about it.
c. If we had been informed of the decision, we would
have something to say about it.
d. If we are informed of the decision, we will have
something to say about it.
e. If we were informed of the decision, we would have
something to say about it.

35. peserta mampu menentukan idiomatic expression yang tepat untuk konteks yang ada.

Conceptual 35. A Hi dude! What’s up? What are you up to? 

An idiom (also called idiomatic
expression) is an expression, word, or
phrase that has a figurative meaning
conventionally understood by native
speakers. This meaning is different
from the literal meaning of the idiom's
individual elements. In other words,
idioms don't mean exactly what the
words say. They have, however, a
hidden meaning.
B: Well, good. Anyway, can you give me a trick how to be a friend with Emma?
A: Waooo, come on. You know how to do it, don’t you?  It’s a piece of cake man.
B: Ok. Maybe I’ll call her first and do a blind date. What do you reckon?
A: Sounds interesting. It’s worth a shot.
The underlined expression can be replaced as ….
a. Very Easy
b. Very difficult to do
c. Hard to find
d. So confused

36. peserta mampu menentukan kalimat berbentuk pasif yang benar.

Conceptual 36.
S + Be + V3 A: "Have you been informed about the exact
number of victims of the airplane crash?"
B: "Yes, ....... to the headquarters of Garuda.“
a. they are faxed
b. has faxed
c. the victims fax
d. it has been faxed

37. peserta mampu melengkapi teks dengan frasa yang sesuai.

Conceptual 37. Massive Open Online Course (MOOC) originated in

“In linguistic analysis, a phrase is a group of words (or the US in 2008 to describe free, easily accessible,
possibly a single word) that functions as a constituent in and______ which offer you the opportunity to study
the syntax of a sentence, a single unit within with top universities around the world.
grammatical hierarchy.”- Osborne, Timothy, Michael The option that best completes the blank space is …..
Putnam, and Thomas Gross (2011) a. Completely courses online
b. Completely online courses
c. course online
d. Complete online courses
e. Online complete courses

38. Peserta mampu menentukan lawan kata kata yang digarisbawahi

Conceptual 38. One of Bath’s most respected chamber choirs, The

Temukan kata tersebut dalam bacaan Handful has been performing in and around Bath since
Baca kalimat yang berisi kata tersebut dengan cermat its inception in 2002. The Handful embraces a wide
Lihat petunjuk konteks untuk membantu Anda mengerti repertoire of music, classical and contemporary, and
makna kata yang dimaksud enjoys an enviable reputation for high quality, vibrant
Pilih jawaban yang menyatakan konteks makna yang performances.
dimaksud. The underlined word in line 4th is apposite meaning
to…?
a. Own
b. Lest
c. Capable
d. Popular

39. peserta mampu menentukan time conjunctive yang tepat (as soon as, by the time, until, dll).

Conceptual 39. Since Robert was teaching in Harvard university, he

Conj. + S+V, S+V .. never failed his research. Once, his Dean offered him
S+V+Conj+S+V one research competition ________he responded that
offering. He did it until the research was done well.
The appropriate word in filling the blank….?
a. Therefore
b. As soon as
c. Because
d. Unless
 40. peserta mampu menyampaikan makna menggunakan tata urut unsur ungkapan berbentuk frasa
ajektiva

Adjectives and adjective phrases function in two
basic ways, attributively or predicatively. An
attributive adjective (phrase) precedes the noun of
a noun phrase (e.g. a very happy man). A
predicative adjective (phrase) follows a linking
verb and serves to describe the preceding subject,
e.g. The man is very happy.
Note:
Modifier + Adjective
40. The pink color of its beach is a mixture of white
sand beach colors mixed with crushed coral, shells,
calcium carbonate from marine invertebrates that
are _____, and also Foraminifera, microscopic
amoeba that has a red body shell.
The suitable phrase in the blank is….?
a. a very small
b. Small enough
c. Very a small
d. A enough small

41. peserta mampu menentukan gagasan utama yang sesuai

Conceptual Trick: In the philosophy of John Dewey, a sharp distinction

 What is the topic of the
passage?
 What is the subject of the
passage?
 What is the main idea of
the passage?
 What is the author’s main
point in the passage?
 With what is the author
primarily concerned?
 Which of the following
would be the best title?
• Baca dari pertama dalam
masing-masing paragraph
• Cari sebuah tema atau gagasan
umum dalam baris pertama
• Lihat sekilas bacaan untuk
mengecek apakah Anda benar-
benar telah menemukan
topic/main idea
• Eliminasi keberadaan jawaban-
jawaban yang tidak sesuai dan
pilih jawaban terbaik dari
pilihan yang tersisa
is made between “intelligence” and “reasoning”.
According to Dewey intelligence is the only absolute
way to achieve a balance between realism and
idealism between practically and wisdom of the
intelligence involve “interacting with another thing
and knowing them” while reasoning is merely the
act of an observer,” a mind that beholds or grasps
object outside the world of thing……..
What is the topic of the passage?
a. The intelligence of John Dewey
b. Distinction made by John Dewey
c. Dewey’s ideas on the ability to reason
d. How intelligence differs from reasoning in
Dewey’s works
42. Peserta mampu menyimpulkan makna tersurat.

Conceptual • Pilih kata kunci dari

 According to pertanyaan
the passage…. • Saring bagian yang
 It is stated in sesuai dengan kata kunci
the passage…. atau pokok bacaan.
 The passage • Baca baik-baik kalimat
indicates that… yang memuat kata kunci
 Which of the atau pokok bacaan
following is true
…?

Kunci : B

43. peserta mampu menganalisa tujuan komunikasi.

Conceptual
Social Function of the text
Focus on writer’s purpose

KUNCI C

44. peserta mampu menentukan relative pronoun yang tepat.

Conceptual 44. ‘The man poured a glass of water on his face’

 Which- Thing ‘his beard caught on fire he lit a cigarette.’
 That-person/thing The meaning that best expresses the two sentences above is ....
 Who-Subject a. The man whose beard caught on fire when he lit a cigarette poured a glass of
 Whom-Object water on his face.
 Whose- possessive b. The man that his beard caught on fire when he lit a cigarette poured a glass of
 Where- place water on his face.
c. The man which beard caught on fire when he lit a cigarette poured a glass of
water on his face.
d. The man whom his beard caught on fire when he lit a cigarette poured a glass
of water on his face.
45. peserta mampu menentukan klausa adverbial yang tepat

45. “you will not be punished.

“you have apologized.
The meaning that best expresses the two sentences
above is ....
a. Since you have apologized, you will not be
punished.
b. Since you have apologized you will not be
punished.
c. you have apologized because you will not be
punished.
d. you have apologized, you will not be punished.

46. peserta mampu merespon dengan tepat. (Contoh: It\'s so cold today. Peserta memilih satu dari pilihan2 ini: a.
yes b. it is, isn\'t it? c. ait was d. it must be e. it should be. Yang benar adalah b.)

46. I will be happy if you bring me many chocolates, …?

The best respond of the above is …?
a. Won’t I?
b. Will I?
c. Am I not?
d. Am not I?

47. peserta mampu menentukan fungsi sosialnya dengan tepat.

Genre- Kinds of text 47. What is the purpose of the text ?

Example: a. To persuade the reader to come
Pink Beach or Pantai Merah Muda is one of the beaches in b. To entertain the reader about the
Komodo island, East Nusa Tenggara. The beach is called Pink story of marine organism.
Beach because the sand beach is pink. c. To report the life of 260 species of
The pink color of its beach is a mixture of white sand beach coral.
colors mixed with crushed coral, shells, calcium carbonate from d. To describe about the Pink Beach
marine invertebrates that are very small, and also Foraminifera,
microscopic amoeba that has a red body shell.
At Pink Beach, there are so many marine organisms. No fewer
than 1,000 species of fish, 260 species of coral, and 70 species of
sponge can be found here. Having so much marine life, this place
is a proper spot for snorkeling and diving for sea sports lovers.
48. peserta mampu menganalisis kesalahan gramatikanya.

48. Good arrangement will be replace as …?

a. 1,2,3,4,5
b. 3,2,1,4,5
c. 5,4,3,1,2
d. 5,4,3,2,1

49. peserta mampu menentukan hubungan logika antar klausa berdasarkan conjunction yang digunakan.

CONJUNCTION 49____hundred of teenager have been

COORDINATING SUBORDINATING CORRELATIVE arrested for processing and consuming
narcotics, the police do not figure out the
man supplier yet.
a. Although
b. However
c. Despite of
d. Despite

50. peserta mampu membedakan old dan new information dalam kalimat tersebut.
 50. “Populations of co-existing, closely related, but
diverging variants of HCV RNA molecules  are
termed qausispecies ”.
“Quasispecies occur in many RNA viruses”
Which are mostly the new information between two
sentences?
a. Are termed qausispecies ,occur in many RNA
viruses.
b. Populations of co-existing, Quasispecies.
c. variants of HCV RNA molecules , RNA viruses.
d. are termed qausispecies , Quasispecies.

51. peserta mampu menentukan informasi rinci di dalamnya.

Conceptual Trick:
Question : • Pilih kata kunci dari
• According to the pertanyaan
passage…. • Saring bagian yang
• It is stated in the sesuai dengan kata
passage…. kunci atau pokok
• The passage indicates bacaan.
that… • Baca baik-baik
• Which of the following kalimat yang
is true? memuat kata kunci
• The text suggests that atau pokok bacaan
…?
Kunci: C

52. peserta mampu menyusun teks tersebut dengan struktur yang benar.

Conceptual
The  format for a chronological paragraph is three-
fold.
First, it requires a topic sentence that
reveals the paragraph’s main point, or, in other
words, reveals the process that the paragraph is
going to describe.
Then, the body of the paragraph should
describe, in sequential order, the steps that must
be taken or points that were made throughout the
process.
The paragraph should then wrap up with
a conclusion sentence that briefly summarizes its
main point.
Kunci: C
53. Peserta mampu menggunakan kosa kata yang bersinonim dengan kata yang digarisbawahi.

Conceptual Trick:
• What is ….? 1. Infromasi yang dapat
• What is the membantu Anda
meaning of ….? menentukan makna suatu
• What is the true kata secara umum ditemukan
about ….? setelah petunjuk tanda baca,
• The word X in petunjuk uraian baru
line X can be (restatement), atau petunjuk
replaced by …. contoh.
2. Temukan kata yang
dimaksud dalam bacaan
3. Temukan setiap
petunjuk structural
4. Baca bagian kalimat
sebeleum atau setelah Kunci: B
petunjuk tersebut dengan
cermat
5. Eliminasi setiap
jawaban yang salah dan pilih
jawaban yang tepat dari yang
tersisa

54. peserta mampu mengungkapkan makna berbentuk ungkapan dengan urutan gramatika yang benar pada frasa
nomina atau klausa.

Conceptual 54_______ air is composed of about 78 percent nitrogen and

 A phrase is a collection of words that may only about 21 percent oxygen is a little known fact on the
have nouns or verbal, but it does not have a streets. Most of people do not care about the effect of the
subject doing a verb. pollution weather their healthy degrease.
 A clause is a collection of words that has a a. How that .
subject that is actively doing a verb. Instead b. However
of types : that, If/Whether, WH- question. c. When
d. That

55. peserta mampu menentukan kalimat conditional type 2 dengan benar.

Conceptual 55. “I owned a zoo”

The type 2 conditional refers to an unlikely or
hypothetical condition and its probable result. These
sentences are not based on the actual situation. In type
2 conditional sentences, the time is now or any
time and the situation is hypothetical.
If + S+ Verb Past + S+ Modal past + V bared.
“ I might let people interact with the animals more”
The best sentences can be replaced as…?
a. I might let people interact, if I owned a zoo.
b. I might let people interact, if own a zoo
c. If I own a zoo, I might let people interact.
d. I may let people interact, if I owned a zoo.

56. peserta mampu mengevaluasi koherensi lewat penggunaan tense.

Conceptual 56. Dear Mr. and Mrs. Muammar Jumran

Equivalent Tenses
S+V conjunction S + V It ____ hands to build a house but only hearts can build a home.
Congratulations on your new home
 May your new place give you ….
Warmth, happiness and lots of joy!
Your sincerely

Mr. and Mrs. Iswahyudi

The appropriate verb can be replaced as ….?
a. Takes
b. Took
c. Taken
d. taking

57. peserta mampu menentukan ungkapan yang digarisbawahi yang menyiratkan rasa tidak senang.

Conceptual
Negative expression
Deep meaning or contextually
57. Tom: Hi, Andy! What are you reading right now?
Andy: Hi, Tom! I’m reading comic. Do you like comic?
Tom: Yeah! I’m not crazy about comics. I can’t spend a lot of time
reading comics on weekend.
The underlined feeling means..?
a. Not interesting
b. Doubt
c. Very difficult
d. Just so so

58. peserta mampu menentukan discourse markers /referensi eksoforik yang digunakan dalam teks.

Conceptual Trick:
 The word X in line X 1. awabannya terdapat dalam
refers to …. bacaan. Biasanya sebelum
 The (Pronounce) “…” pronounce tersebut berada
in line X refers to 2. Cari pronoun yang ditanyakan
which of the di dalam bagian bacaan
following? 3. Lihat kata benda yang berada
sebelum pronoun tersebut
4. Baca bagian kalimat
sebelum pronoun tersebut

Kunci : B
59. peserta mampu membedakan unsur bunyi (vowel, consonant, diftong, atau consonant claster) dalam kelompok
kata tersebut
Conceptual
 Short vowels merupakan vokal yang dapat kita
bunyikan dengan singkat atau pendek. (ex. ɪ, e, ɒ, ʌ,
ʊ, ɜː, æ, and v)
 Long vowels ini merupakan vokal yang kita bunyikan
sedikit panjang.(ex. iː, uː, ɑː, eə, and ɜː)
 Diphtong vowels merupakan salah satu phonetic
symbol yang penting untuk kita pelajari. Simbol
Fonetik bahasa Inggris yang satu ini adalah dua vokal
yang dapat kita ucapkan dalam satu kesatuan waktu.
(ex. eɪ, aɪ, əʊ, ɔɪ, ɪə, eə, and ʊə)
 Consonant is a letter of the alphabet that represents
a basic speech sound produced by obstructing the
breath in the vocal tract. All the letters in the
alphabet apart from A, E, I, O, and U (called vowels)
59. Which choice is true?
a. When a noun ends with a voiceless phoneme, it
takes the allomorph [s] when it is in plural form (e.g.
cat = /cat/ --> cats = /cats/)
b. . When a noun ends with a voiceless phoneme, it
takes the allomorph [z] when it is in plural form (e.g.
cat = /cat/ --> cats = /catz/)
c. When a noun ends with a voiceless phoneme, it
takes the allomorph [iz] or [əz] when it is in plural
form (e.g. cat = /cat/ --> cats = /catiz/ or /catəz/)
d. When a noun ends with a voiceless phoneme, it
takes the allomorph [is] or [əs] when it is in plural
form (e.g. cat = /cat/ --> cats = /catis/ or /catəs/)

60. peserta mampu menentukan struktur makro dengan tepat

Conceptual The Importance to Wear a Mask

Genre based text The issue of wearing face coverings in public comes up frequently these days. A
includes: common sentiment is, “If I am not personally at high risk for COVID-19, why should I
- Social function wear a mask?” For those who do not cover their nose and mouth in public places, read
- Grammatical feature the reasons below!
- Language feature The reason for this is that the virus that causes COVID-19 can be spread even
before symptoms appear, by such things as coughing, sneezing, or even speaking at close
range. Cloth face coverings have been recommended due to their low cost and ready
availability.
The importance of using it in public is illustrated here. If I wear my face covering to
protect you from me, and you wear your face covering to protect me from you, then we
can all dramatically decrease our risk of transmission of the virus that causes COVID-19.
It is obvious that wearing a mask is one of the most important things we can do
to stop the spread of COVID-19. To wear a mask safely, follow the tips below:
Wash hands before putting on your mask.
Put the mask over the nose and mouth. Don’t forget to secure it under the chin. Slip the
loops over the ears or tie the strings behind the head..
60. What should be the best composing of the text …?
a. Thesis, Arguments, Reiteration 
b. Thesis, argumentation, recommendation.
c. issue, argument pro, argument cons, conclusion.
d. Attention gather optional, Information, Closure optional

61. Disajikan deskripsi pembelajaran, peserta mampu menentukan (C3) metode yang tepat dalam mengajarkan
aspek kebahasaan dalam konteks tertentu.

METODE PEMBELAJARAN: Most of students in grade VIII-A have difficulty in understanding some kinds of texts.
Scientific Method This is caused by their lack of vocabularies. Mrs. Ardianti, an English teacher intends
Eclectic Method to teach and develop her students’ vocabulary mastery to avoid their problem in
Role Play Method understanding the texts.
Guessing Words Method Based on the above description, what kind of method should be applied by Mrs.
Etc. Ardianti ?
ASPEK KEBAHASAAN: A. Scientific Method
Vocabulary B. Eclectic Method
Pronunciation C. Guessing Words Method
Intonation D. Role Play Method
Grammar E. Group Investigation Method
Etc.

62. Disajikan sebuah KD, peserta mampu menentukan bahan ajar berbasis TIK

CONTOH BAHAN AJAR BERBASIS TIK: 4.3.2 Menyusun teks prosedur lisan dan tulis, dalam bentuk
1. Video manual terkait penggunaan teknologi dan kiat-kiat (tips),
2. Film dengan memperhatikan fungsi sosial, struktur teks, dan
3. Computer Mediated Instruction (CMI) unsur kebahasaan, secara benar dan sesuai konteks.
4. CD interaktif Which teaching material based technology is more relevant
5. Audio Cassette to use based on the above basic competence?
6. Siaran Radio A. Video
7. Slide B. Audio cassette
8. Filmstrips C. Slide
9. Siaran Televisi D. Handout
10. Video Interaktif E. Module
11. Computer Based Tutorial
12. Multi Media

63. Disajikan sebuah KD, peserta mampu menentukan fungsi sosial, struktur dan unsur kebahasaan dalam teks.

KINDS OF TEXTS: 3.4 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
Interpersonal deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait dengan deskripsi orang,
Transactional binatang, dan benda, sangat pendek dan sederhana, sesuai dengan konteks penggunaannya.
Short Functional Read the above basic competence in deep and determine the social function of the text provided.
Functional A. To tell the readers about person, animal, and thing accurately.
B. To describe about person, animal, and thing specifically.
C. To retell the readers about person, animal, and thing communicatively.
D. To discuss about person, animal, and thing carefully.
E. To explain about person, animal, and thing generally.

64. Disajikan sebuah KD, peserta mampu menganalisis (C4) indikator pembelajaran yang sesuai dengan tingkat
kemampuan siswa.

Karakter Strategi perumusan KD BAHASA INGGRIS (SMP) KELAS IX

indikator yang Indikator 3.3 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan
baik beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi
terkait fairy tales, pendek dan sederhana, sesuai dengan konteks
Specific KKKD penggunaannya.
Measureable TKD The most suitable indicator based on the above basic competence is ….
Acceptable MP A. Comparing the social function, text structures, and grammatical features of
Relevant KKO written narrative text related to fairy tales.
Time bound B. Comparing the social function of written and oral narrative text related to
(SMART) fairy tales.
C. Comparing the social function and text structures of written narrative text
related to fairy tales.
D. Comparing the text structures and grammatical features of oral narrative text
related to fairy tales.
E. Comparing the social function of written narrative text related to fairy tales.
65. Disajikan sebuah KD, peserta mampu menganalisis tujuan pembelajaran.

POLA PERUMUSAN TP: KD BAHASA INGGRIS (SMP) KELAS IX

A = Audience (Peserta Didik) 3.3 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan
B = Behavior (Kompetensi & Materi) beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi
C = Condition (Kondisi/Cara) terkait fairy tales, pendek dan sederhana, sesuai dengan konteks
D = degree (Tingkat pemahaman) penggunaannya.

Which one is the most suitable learning objectives based on the above basic
competence?
A. The students are able to compare the social function, text structures, and
grammatical features of written narrative text related to fairy tales through
video correctly.
B. The students are able to compare the social function of written narrative
text related to fairy tales through video correctly.
C. The students are able to compare the text structures and grammatical
features of written narrative text related to fairy tales through video
correctly.
D. The students are able to compare the social function, text structures, and
grammatical features of written and oral narrative text related to fairy
tales through video correctly.
E. The students are able to compare the social function and text structures of
oral narrative text related to fairy tales through video correctly.

66. Disajikan sebuah KD, peserta mampu mengintegrasikan/memadukan (C4) TPACK dalam model problem
based learning.

LANGKAH2 PBL: KD BAHASA INGGRIS (SMA) KELAS XII

1. Orientasi PD pada 4.3 Menangkap makna secara kontekstual
masalah terkait fungsi sosial, struktur teks, dan unsur
2. Mengorganisasi PD kebahasaan teks explanation lisan dan tulis, terkait
untuk Belajar gejala alam atau sosial yang tercakup dalam mata
3. Membimbing pelajaran lain di kelas XII.
penyelidikan One of the most suitable integration between
individu/kelompok technological pedagogical content knowledge
4. Menyajikan dan (TPACK) and problem based learning model related
mengembangkan to the basic competence above is shown in the
hasil karya following situation ….
5. Menganalisis dan A. The use of student’s worksheet to help the
mengevaluasi students in collecting information or data from
proses pemecahan the text.
masalah B. The use of module to help the students in
collecting information or data from the text.
C. The use of video to help the students in
collecting information or data from the text.
D. The use of Google form to help the students in
collecting information or data from the text.
E. The use of quiz to help the students in collecting
information or data from the text.
67. Disajikan sebuah KD, peserta mampu mengintegrasikan TPACK dalam model cooperative learning.

Langkah Cooperative Learning

KD BAHASA INGGRIS (SMP) KELAS IX

4.4.2 Menyusun teks information report lisan dan tulis, sangat pendek dan sederhana, terkait topik yang
tercakup dalam mata pelajaran lain di Kelas IX, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan, secara benar dan sesuai konteks.
Referring to the above basic competence, which one is the most suitable learning integration between
technological pedagogical content knowledge (TPACK) and cooperative learning model based on the
situation bellow?
A. The use of picture to help the students in creating a written report text.
B. The use of module to help the students in creating a written report text.
C. The use of worksheet to help the students in creating a written report text.
D. The use of Google drive contains of students worksheet to help the students in creating a written
report text.
E. The use of real media to help the students in creating a written report text.

68. Disajikan sebuah KD, peserta mampu mengintegrasikan TPACK kedalam model project based learning.

LANGKAH2 PBL: KD BAHASA INGGRIS (SMA) KELAS XII

1. Orientasi PD pada masalah
2. Mengorganisasi PD untuk Belajar
3. Membimbing penyelidikan
individu/kelompok
4. Menyajikan dan mengembangkan
hasil karya
5. Menganalisis dan mengevaluasi proses
pemecahan masalah
4.2.2 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. One of TPACK platforms that can be integrated
with project based learning (PjBL) to teach the text provided in
the above basic competence is ….
A. The use of Google form
B. The use of video
C. The use of instagram
D. The use of Google meet
E. The use of film
69. Disajikan sebuah KD, peserta mengintegrasikan TPACK dalam model discovery learning.

LANGKAH2 DL: KD BAHASA INGGRIS (SMP) KELAS IX

1. Pemberian rangsangan 4.4.1 Menangkap makna secara kontekstual terkait fungsi sosial,
(stimulation) struktur teks, dan unsur kebahasaan teks information report lisan dan
2. Pernyataan/Identifikasi masalah tulis, sangat pendek dan sederhana, terkait topik yang tercakup dalam
(problem statement) mata pelajaran lain di Kelas IX.
3. Pengumpulan data (data To have an effective teaching and learning process in 21 century, the
collection) teachers have to integrate between technology and learning method,
4. Pengolahan data (data mainly in teaching the text involved in the above basic competence. The
processing) platform recommended is ….
5. Pembuktian (verification) A. The use of worksheet
6. Menarik simpulan/generalisasi B. The use of E-mail
(generalization). C. The use of module
D. The use of Google meet
E. The use of Zenius (Video)

70. Disajikan sebuah KD, peserta mampu menunjukan (C1) kelebihan sumber belajar yang berbasis TIK.

SUMBER BELAJAR BERBASIS TIK: KD BAHASA INGGRIS (SMP) KELAS VII

1. Komputer 4.4.2 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana,
2. LCD Projector terkait orang, binatang, dan benda, dengan memperhatikan fungsi sosial,
3. Internet struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
4. CD  Pembelajaran Based on the above basic competence, Mr. Satria teaches his students about a
5. E-mail written descriptive text. In doing so, he involves technology based learning
6. Power Point resource, i. e. LCD projector.
The following are the excesses of using such learning resource, EXCEPT ….
A. To make the students are focus in teaching and learning process.
B. To make the students are enthusiastic in teaching and learning process.
C. To make the students are interested in teaching and learning process.
D. To make the students are free in teaching and learning process.
E. To make the students are enjoy in teaching and learning process.

71. Diberikan sebuah data interaksi kelas yang mengandung tindakan corrective feedback, peserta mampu
menentukan tindak tutur yang tepat.

1. Corrective feedback: umpan balik yang
menginformasikan letak kesalahan siswa pada
lembar tes sekaligus memperbaiki kesalahan
tersebut sehingga diperoleh jawaban yang benar.
2. Jenis tindak tutur: (a) asertif (tindak menyatakan,
melaporkan, dan menyebutkan); (b) komisif
(tindak berjanji dan berikrar); (c) direktif
(tindak memohon); (d) ekspresif (tindak menolak,
berterima kasih); dan (e) deklaratif (tindak
mendeklarasikan).
Mr. Fahrurrozi assigned his students to write a descriptive
text. After they finished doing their assignment, he asked
them to submit it. Then, he checked the students’ work one
by one. After he finished doing it, he gave a note to one of
students’ result. He said “You still have some mistakes in
your work, revise the underlined sentences, and submit it
next meeting”.
What speech act does the teacher use?
A. Directives speech act.
B. Comissive speech act.
C. Assertive speech act.
D. Expressive speech act.
E. Declarative speech act
72. Diberikan data interaksi kelas yang melibatkan tindakan memuji, peserta mampu menentukan jenis tidak
tutur yang tepat.

Jenis tindak tutur:
1. Asertif (tindak menyatakan, melaporkan, dan
menyebutkan)
2. Komisif (tindak berjanji dan berikrar)
3. Direktif (tindak memohon)
4. Ekspresif (menolak, berterima kasih)
5. Deklaratif (deklarasi)
Mrs. Zohroni gave home assignment of writing recount
text to her students. After the students finished doing
their assignment, she asked them to submit it via
whatsapp (WA). She further checked the students’
work. After finishing doing it, she stated to one of her
students by saying “Your work is excellent and keep it
up”.
The kind of speech act used by a teacher is ….
A. comissive speech act.
B. assertive speech act.
C. directives speech act.
D. expressive speech act.
E. declarative speech act

73. Disajikan sebuah teks exposition, √peserta mampu menentukan perintah (soal) agar siswa merespon teks
secara kritis.

1. Definition: A text that elaborates ANALITICAL EXPOSITION

the writer‘s idea about the
phenomenon surrounding.
2. Social function: to persuade the
reader that the idea is an
important matter.
3. Generic structures: Thesis: Topik
utama, Arguments:
Mengekspresikan pendapat ttg
topik, dan
Reiteration/Conclusion:
Penutup analytical
4. Grammatical Features:
- Menggunakan simple present
tense.
- Menggunakan kata2
mengekspresikan pikiran.
- Menggunakan internal
conjunction: besides, in
addition, etc.
Why is breakfast important? “Breakfast like a King, Lunch like a Prince and
Dine like a Pauper” It’s a well-known phrase, but do you follow it?
Breakfast provides many benefits to our health and wellbeing. Breakfast
provides the body and brain with fuel after an overnight fast – that’s where
its name originates, breaking the fast! Without breakfast you are effectively
running on empty, like trying to start the car with no petrol!
Breakfast support cognitive function. Breakfast also restores glucose levels,
an essential carbohydrate that is needed for the brain to function. Breakfast
provides energy, studies have shown how eating breakfast can improve
memory and concentration levels and it can also make us happier as it can
improve mood and lower stress levels.
The possible instruction to lead the students thinking critically is ….
A. Read the text and translate it in Indonesian.
B. Read the text and answer the following questions.
C. Read the above text carefully and provide the conclusion.
D. Read the above text and find its topic.
E. Read the provided text and find some verbs in the text.
74. Diberikan sebuah teks narrative, peserta mampu menentukan perintah (soal) agar siswa merespon teks
tersebut dalam bentuk puisi pendek.

Orientation: Pendahuluan “Once upon time, there was a NARRATIVE

kind woman…”
Complication: Masalah: Thumbelina di bawa pergi oleh
kodok jelek ke kubangan bunga.
Resolution: Penyelesaian masalah: Burung Layang
membawa Thumbelina pergi dari kubangan bunga.
Reorientation: Penutup: Thumbelina bertemu Pangeran
Bunga dan saling jatuh cinta, lalu hidup bahagia
selamanya.
Once upon a time, there was a kind woman who had no
children, longed for a baby and would often say, “How I would
love to have a baby girl, even a tiny little one.” A beautiful
fairy heard her wish one day, and gave her a little seed to
plant in a flowerpot. When the seed bloomed into a tulip, the
woman saw a tiny, beautiful girl inside, no bigger than her
thumb. She decided to call her Thumbelina. She was so small
that she had a walnut shell for a bed and used petals as a
blanket. Then, an ugly toad fell in love with Thumbelina.
One night when she was sleeping, he carried her off to his lily
pad in a pond. Thumbelina was very unhappy. A swallow was
passing by and saw how sad she looked, and said, “Come
south with me to warmer lands.” Young Thumbelina flew
away on the swallow’s back. They flew across the seas and
came to a land of sunshine. The swallow said, ” This is my
home. You can live in one of the loveliest and biggest flowers.”
When Thumbelina stepped inside, she found a handsome
fairy, as tiny as her, in its heart. He was the son of the king of
flowers and he fell in love with Thumbelina. He asked her to
marry him. So Thumbelina became queen of the flowers and
the two lived happily ever after.

Which one is the most appropriate instructions in order that

the students response the text in form of short poetry?
A. Read the text carefully and provide its moral message.
B. Read the text carefully and find its main topic.
C. Read the text carefully and find its main idea.
D. Read the text carefully and find its social function.
E. Read the text carefully and find its generic structures.

75. Disajikan konteks tentang pembelajaran berbasis TPACK, peserta dapat merumuskan (C6) asesmen yang
memberikan washback positif.

1. Washback: Dampak yang terjadi
setelah diadakan tes.
2. Assessmen: Membuat penilaian
mengenai kualitas kinerja sisw
Mrs. Jelly conducted the teaching and learning process by involving
technological pedagogical content knowledge approach. In this way she used
Video  as media. Then, the method applied was Discovery Learning to help
the students in analyzing and finding the contents of the text taught.
Which type of assessment does NOT bring a positive impact based on the
above learning context ?
A. Using google form
B. Using cindy
C. Using quiz
D. Using paper based
E. Using moodle
76. Disajikan sebuah konteks berupa kegiatan pembelajaran, peserta dapat menentukan prinsip pembelajaran
yang sedang diterapkan dalam sebuah sesi.
1. Respon akan diulang, bila akibat yang
ditimbulkan menyenangkan.
2. Perilaku belajar tidak hanya akibat dari
respon,  tetapi  juga pengaruh kondisi
lingkungan siswa.
3. Perilaku yang dihasilkan  akan berkurang bila
tidak diperkuat dengan  akibat  yang
menyenangkan.
4. Belajar yang terbatas akan ditransfer ke
situasi lain secara terbatas pula.
5. Belajar menggeneralisasi dan membedakan
adalah dasar untuk belajar yang kompleks.
6. Kesiapan mental mempengaruhi perhatian
dan ketekunan selama proses belajar
berlangsung.
7. Kegiatan belajar yang dibagi kecil-kecil
disertai cara penyelesaiannya untuk setiap
langkah akan mempercepat pencapaian
tujuan belajar.
8. Kebutuhan menyederhanakan materi yang
kompleks dapat dilakukan dengan
menggunakan suatu model.
9. Keterampilan tingkat tinggi pada dasarnya
terbentuk dari keterampilan yang sederhana.
10. Belajar lebih cepat bila siswa memperoleh
umpan balik siswa cara meningkatkannya.
11. Perkembangan dan kecepatan siswa dalam
belajar sangat bervariasi.
12. Dengan persiapan yang  baik siswa dapat
mengorganisasikan kegiatan belajarnya
sendiri.
77. Disajikan sebuah konteks pembelajaran, peserta dapat menentukan teknologi pembelajaran yang tepat.
TEKNOLOGI PEMBELAJARAN:
1. Komputer
2. LCD Projector
3. Internet
4. CD Pembelajaran
5. E-mail
6. Power Point
In one meeting, Mr. Iwan taught English in the ninth
graders. He taught an abstract skill of a report text. His
students were difficult to understand such text, because
they have lack of vocabularies and are poor in grammar.
To breakthrough his students’ problem, the next
meeting, he tried to obtain an alternative solution. In
this case, he applied Genre Based Instruction, by means
of helping his students in comprehending the contents
of that text.
Triggering from the provided learning context, a
teacher may apply the following learning principle ….
A. Learning attitude is not only as a result of
response, but it is also affected by students’
environment.
B. A limited learning will be transferred to
another situation limitedly too.
C. The need of simplifying a complex material
can be done by using a certain model.
D. Basically, a high level skill is formed from a
simple skill.
E. Every student has a variation of learning
progress.
You are an English teacher in Junior or Senior High
School. You intend to do an interesting and enjoyable
learning in your class. On the other hand, most of your
students are not enthusiastic and are not focus in
joining your lesson. Even, they often get bore in the
teaching and learning process.
Which learning technology is NOT proper to use?
A. LCD Projector
B. Learning CD
C. E-mail
D. Internet
E. Picture
78. Disajikan sebuah konteks pembelajaran, peserta dapat menunjukkan aspek Content Knowledge terpenting
yang dibutuhkan.
1. Content Knowledge (CK) yakni pengetahuan
tentang materi pelajaran yang akan dipelajari.
Materi tersebut tertuang di dalam kurikulum.
2. Materi pelajaran mencakup pengetahuan
berupa konsep, teori, gagasan, kerangka
kerja, metoda yang dilengkapi dengan
metoda ilmiah serta penerapannya dalam
kehidupan sehari-hari.
79. Disajikan sebuah konteks pembelajaran, peserta mampu memfasilitasi (C6) siswa dalam mengaktualisasikan
karakter secara verbal.
Aktualisasi: manifestasi, bentuk, ekspresi, indikasi,
konkretisasi.
Karakter: sifat – sifat kejiwaan, akhlak, dan budi
pekerti yang dapat membuat seseorang terlihat
berbeda dari orang lain.
Verbal: komunikasi yang berbentuk lisan ataupun
tulisan, contohnya: penggunaan kata-kata.
Mengaktualisasikan karakter secara verbal:
Mengekspresikan sifat secara lisan/tulisan.
80. Disajikan situasi guru menyelesaikan masalah yang berkaitan dengan karakter siswa, peserta menentukan
jenis cara yang digunakan guru dengan tepat (kritis, kreatif, komunikatif, kolaboratif).
CARA PENYELESAIAN MASALAH:
Kritis
Kreatif
Komunikatif
Kolaboratif
Mrs. Husnul is an English teacher. He teaches a seven
grade students. In the third meeting, she ought to
teach basic competences 3.4 (knowledge), 4.4.1
(abstract skill), and 4.4.2 (concrete skill). The text will
be taught is descriptive text.
Based on this learning context, below are the most
crucial content knowledge aspects needed, EXCEPT ….
A. Social function (purpose)
B. Text structure (Identification and description)
C. Grammatical features (simple present,
vocabularies, etc.)
D. Kinds of text
E. Text contents
One of your students is son of a famous entrepreneur. He
is a funder of some activities at school. When he joins a
final exam, he cheats his friend’s answer.
What should you do to this problem?
A. Reminding him and ask him to make a written
agreement.
B. Let him to do it, because of his father’s services.
C. Reprimand him without any punishment.
D. Giving bad mark directly.
E. Advising him and ask his father to com to school.
There is a student who go to school while working. So that he
sometimes doesn’t go to school in a certain time. This is done
because of economy problem. He lives in poor family. He has
not enough money to fulfill his family needs. Therefore, he
does it although he actually doesn’t want to do it.
As a teacher, what will you do to him?
A. Advising him to go to school diligently.
B. Conducting a private approach and help him to find a
job that will not disturb his learning time.
C. Asking his parents to work harder to fulfill their daily
needs.
D. Seeking him foster parents to help him in paying his
school payment.
E. Asking him to stay in orphanage to help him in paying
his school needs.
81. Disajikan sebuah situasi dalam bentuk pernyataan, peserta dapat mengidentifikasi (C1) teknik evaluasi sikap
yang sesuai.

TEKNIK EVALUASI SIKAP: Alex always comes late to school and he rarely does his
1. Observasi oleh guru mapel homework assigned by his teacher.
2. Observasi oleh walikelas The most appropriate technique of evaluating students’
3. Observasi oleh guru BK attitude is ….
4. Penilaian diri A. Observation by his parents
5. Penilaian antar teman B. Observation by counselor teacher
C. Observation by religion teacher
D. Observation by the teacher
E. Observation by headmaster

82. Disajikan situasi tentang keadaan siswa di kelas, peserta mampu menganalisis kondisi dan menentukan
instrumen evaluasi sikap yang sesuai.

INSTRUMEN PENILAIAN SIKAP: One day Mr. Zul taught English in VII-B graders. He
1. DIRECT (TES) found a variation of situation related to his students.
2. INDIRECT (JURNAL OBSERVASI) One student disturbed his friend, one played on the
desk, and other students made noise.
The most suitable instrument used to evaluate
students’ attitude is ….
A. quiz
B. observation via journal
C. interview
D. Multiple choice Test
E. Essay test

83. Disajikan konteks pembelajaran, peserta dapat menginstruksikan/melakukan (C3) penerapan asesmen
otentik yang tepat.

ASESMEN OTENTIK:
Asesmen otentik: penilaian belajar yang merujuk pada
situasi atau konteks dunia “nyata”.  experience”. You expect them to be able to master both
Jenis Asesmen otentik: Kinerja (Performance
Assessment), Portofolio (Portfolio Assessment),
dan Asesmen diri siswa (Student Self Assessment).
You are going to evaluate students concrete skill related
to “Recount Text” entitled “My unforgettable
written and spoken language perfectly.
The appropriate instruction towards the application of
authentic assessment is ….
A. Write a very simple recount text in your own
language.
B. Present a very simple recount text in front of
class.
C. Write a very simple recount text in your own
language and perform it.
D. Provide a very simple recount text in your own
language.
E. Modify a very simple recount text in your own
language.
84. Diberikan konteks pembelajaran, peserta dapat menentukan perbaikan pembelajaran keterampilan reseptif

(listening, reading).

PERBAIKAN PEMBELAJARAN: Mrs. Erna conducted a reading test in grade IX-C. The
1. REMIDIAL TEACHING material tested was a report text. Most of students
2. GIVING ASSIGNMENT have difficulty in answering the test because the
3. RE-TESTING material given was rather complex.
4. PEER TUTORING Which one is NOT a kind of reading and listening
learning improvement?
A. Remedial teaching
B. Giving assignment
C. Peer tutoring
D. Re-testing
E. Discussing

85. Diberikan konteks pembelajaran, peserta dapat menentukan evaluasi pembelajaran keterampilan produktif
(speaking, writing) dengan tepat.

EVALUASI PEMBELAJARAN (SPEAKING & WRITING) Mrs. Muslihati conducted writing and speaking test in
1. Practice grade VIII-B. The material tested was a recount text.
2. Product Most of students have difficulty in doing the test
3. Portfolio because they have lack of vocabularies and have poor
4. Project pronunciation.
Bellow are the most relevant learning evaluation,
EXCEPT ….
A. Practice
B. Product
C. Midterm test
D. Portfolio
E. Project

86. Disajikan sebuah kondisi pembelajaran, peserta menentukan teknik evaluasi dan platform yang sesuai.

TEKNIK EVALUASI: PLATFORM EVALUASI: We do realize that we are in 21 century and are in
1. Observasi 1. Moodle pandemic covid-19 situation. By such condition, we
2. PD & PAT 2. Cindy need to select the most suitable technique and platform
3. Lisan 3. Google Form of evaluation used.
4. Tulis 4. Quiz
5. Penugasan 5. Etc. Which platform is NOT proper based on the above
6. Praktik condition?
7. Produk A. Moodle
8. Proyek B. Paper test
9. Portofolio C. Google Form
D. Quiz
E. Cindy
87. Disajikan satu bentuk instrumen evaluasi, peserta menyeleksi (C4) beberapa teknik evaluasi yang sesuai.

SIKAP: PENG: KET: You intend to evaluate your students’ knowledge by applying a test.
Observas Lisan Praktik The following are the most suitable evaluation techniques used,
i Tulis Produk EXCEPT ….
PD Penugasan Proyek A. Written test
PAT Portofolio B. Oral test
C. Assignment
D. Questionnaire
E. Quiz

88. Diberikan indikator sebuah kompetensi dasar, peserta dapat menentukan rumusan soal yang tepat untuk
menilai pengetahuan.

LEVEL BERFIKIR: INDIKATOR BAHASA INGGRIS (SMP) KELAS VII KD 3.3

C1 (MENGINGAT) 3.3.1. Identifying the grammatical features of written transactional text related to self
C2 (MEMAHAMI) identity.
C3 (MENGAPLIKASIKAN) 3.3.2. Mentioning the grammatical features of written transactional text related to self
C4 (MENGANALISIS) identity.
C5 (MENGEVALUASI)
C6 (MENCIPTA) What is the recommended items formulation to test the above indicators?
A. Identify the grammatical features of the text provided and mention them.
B. Identify and determine the grammatical features of the text provided.
C. Identify and compare the grammatical features of the text provided and
mention them.
D. Mention and determine the grammatical features of the text provided.
E. Mention and compare the grammatical features of the text provided and
identify them.

89. Diberikan konteks pembelajaran, peserta dapat memberikan/membuat (C6) instruksi dalam memperbaiki
tingkat kefasihan berbahasa (lafal, pilihan kata, ejaan).

LANGUAGE FLUENCY: One characteristic of teaching English text is reading before trying to understand the
1. Pronunciation text contents. An English teacher common asks his or her students to read the text
2. Diction first. Even he or she asks them to read it in turn. This activity is aimed at developing
3. Spelling students’ language fluency.
Based on this context, the most appropriate instruction to improve students’ fluency
is …
A. Read the text carefully.
B. Check the text and read it carefully.
C. State the words in the text provided.
D. Read the text and mind your pronunciation.
E. Read all the words in the text and spell it.
90. Diberikan indikator sebuah KD, peserta dapat menentukan rumusan soal yang tepat untuk menilai

Keterampilan

JENIS KETERAMPILAN INDIKATOR BAHASA INGGRIS UMUM (SMA/SMK/MA)

DALAM BAHASA INGGRIS:
KETERAMPILAN ABSTRAK (MENANGKAP MAKNA)
KETERAMPILAN KONGKRIT (MENYUSUN)
KELAS X (SEPULUH) KD 4.4.2
4.4.2.1 Presenting a written recount text related to
historical event.
4.4.2.2 Presenting an oral recount text related to historical
event.
The most suitable instruction to formulate the test item of
abstract and concrete skills is ….
A. Create a very simple recount text related to a
historical event by using your own language.
B. Present a very simple recount text related to a
historical event in front of the class.
C. Arrange and present a very simple recount text
related to a historical event.
D. Create a very simple recount text related to a
historical event and perform it in front of class.
E. Rearrange a very simple recount text related to a
historical event by using your own language.