SOP Placement Test Ver.2
SOP Placement Test Ver.2
I. PENGERTIAN Placement test merupakan salah satu prosedur rekrutmen peserta (student) Satu Jam Seribu Mimpi
yang merupakan proses pengelompokan peserta pada kelas yang sesuai dengan kemampuan
: Bahasa Inggris masing-masing peserta. Peserta program ini dikelompokkan berdasarkan level
kemampuan Bahasa Inggris berdasarkan standar CEFR (Common European Framework of
Reference for Languages) yang telah disesuaikan oleh tim akademik Satu Jam Seribu Mimpi.
II. TUJUAN Prosedur ini dilaksanakan agar peserta program yang mengikuti kelas dapat dialokasikan pada level
: yang sesuai dengan kemampuan Bahasa Inggris masing-masing. Melalui prosedur ini, peserta
program diharapkan dapat mengikuti program dengan kondisi belajar yang lebih kondusif.
III. PELAKSANA 1. Written placement test (Placement Test Tertulis): Organizing Committee (OC, Knowledge
Management)
:
2. Interview (Tes lisan): Tutor 1 jam 1000 mimpi dengan bantuan organizing committee (OC) jika
dibutuhkan
IV. KEBIJAKAN : -
V. REFERENSI CEFR (Common European Framework of Reference for Languages, English Level Test dari
:
englishradar.com
VI. ALAT DAN BAHAN 1. Komputer pribadi
2. English Level Test from EnglishRadar (https://www.englishradar.com/english-level-test/)
:
3. Referensi hasil Written Test Placement untuk pengelompokan gelombang I dan acuan interview
(tes lisan)
4. Video conferencing platform (Zoom, GMeet, WA VideoCall)
5. SJSM Placement Test Guidelines https://bit.ly/SJSMPlacementTestGuidelines
VII. PROSEDUR 1. Calon peserta program melakukan tes tertulis pada situs EnglishRadar
(https://www.englishradar.com/english-level-test/)
2. Calon peserta program melaporkan hasil tes tertulis yang didapat (A1-C2)
3. Organizing committee (Knowledge Management) melakukan organisasi data dan
mengelompokkan calon peserta program sesuai dengan level kemampuan Bahasa Inggris
masing-masing untuk pelaksanaan tahap selanjutnya, interview (tes lisan). Lihat lampiran 1 untuk
acuan pengelompokkan
4. Tim akademik (PIC Placement and Progress) melakukan pengayaan untuk para tutor selaku
pelaksana dan penanggung jawab tahap tes lisan (interview).
5. Tutor melaksanakan tahap tes lisan (interview) berdasarkan ketentuan sebagai berikut:
a. Tutor menghubungi calon peserta program untuk menentukan jadwal interview atau tes
lisan sesuai dengan kesediaan kedua belah pihak
b. Tutor melaksanakan interview atau tes lisan melalui video conferencing platform
dengan menanyakan salah satu dari tiga set pertanyaan yang telah disediakan tim
: academics (lihat lampiran 2).
c. Tutor memberikan penilaian terhadap kemampuan lisan peserta program dengan
memperhatikan beberapa aspek kemampuan lisan dalam rubrik yang telah disediakan
tim academics (lihat lampiran 3).
d. Tutor menuliskan catatan dan nilai terhadap kemampuan lisan peserta program pada
form yang disediakan:
Basic dan Intermediate: https://bit.ly/PlacementInterviewBasicInter
Advanced 1 dan Advanced 2: https://bit.ly/PlacementInterviewAdv1-2
Nilai akhir dari oral placement dapat diakses pada link yang tertera dalam
masing-masing form.
e. Tutor mengisi tanggal wawancara pada kolom K di dokumen database program atau
interview list yang dapat diakses di: https://bit.ly/BatchVInterviewList2
f. Tutor mengkonfirmasi level kemampuan berbahasa Inggris calon peserta dan
melakukan finalisasi pengelompokkan calon peserta program dan menuliskan hasil
interview pada dokumen database program atau interview list yang sama (lihat poin e).
- Cara penulisan konfirmasi level kemampuan:
1. Isi total score interview (1-15 untuk Rubric Basic dan Intermediate; 1-20
untuk Rubric Advanced 1 dan 2) pada kolom L.
2. Isi level akhir (Basic/Intermediate/Advanced 1/Advanced 2) dari hasil
interview pada kolom M dalam sheet Interview List dengan acuan
sebagai berikut.
Basic: Scores 1-8 in Basic & Intermediate Rubrics
Intermediate: Scores 9-15 in Basic & Intermediate Rubric
Advanced 1: Scores 12-20 in Advanced 1 Rubric, if scores in 11-1,
demoted to Intermediate
Advanced 2: Scores 12-20 in Advanced 2 Rubric, if scores in 11-1,
demoted to Advanced 1
*petunjuk pelaksanaan tes dalam versi Bahasa Inggris dapat dilihat juga dalam dokumen ini:
https://bit.ly/SJSMPlacementTestGuidelines
*jika ada kendala lain, hubungi Nurul / Karima dari Tim Akademik SJSM.
The students are put into their classes according to their mark. For example:
A - Advanced 1 skor 9
B - Advanced 1 skor 6
C - Advanced 1 skor 8
D - Advanced 1 skor 6
Lampiran 2. Rubrik dan passing grade tes lisan (oral placement test rubrics)
Basic & Grammar and Vocabulary Pronunciation Spoken Fluency and Interaction
Intermediate
(Max. 15)
5 Shows good control of Mostly understandable, and Maintains simple exchanges. Can answer
simple grammatical has some control of individual questions and respond to simple statements
structures. sounds (e.g., the /e/ in bed), or appropriately.
word/sentence stress (e.g.,
Uses a variety of imPORtant), or intonation (the Can be understood in short responses
appropriate vocabulary to way the voice rises and falls) although pauses are very evident.
talk about everyday while speaking
situations Requires little prompting and support.
3 Shows sufficient control of Generally understandable, Maintains simple exchanges, despite some
simple grammatical despite limited control of difficulty. Can answer questions and respond
structures. individual sounds (e.g., the /e/ to simple statements.
in bed), or word/sentence
Uses appropriate stress (e.g., imPORtant), or Can be understood in very short responses
vocabulary to talk about intonation (the way the voice although pauses are very evident.
everyday situations rises and falls)
Requires a lot of prompting and support.
1 Shows limited control of a Has very limited control of Has considerable difficulty maintaining
small number of individual sounds (e.g., the /e/ simple exchanges. Can ask and answer
grammatical structures. in bed), or word/sentence questions fluently only about personal details.
stress (e.g., imPORtant), or Manages very short, isolated response with
Uses isolated words and intonation (the way the voice much pausing to find words or expressions.
phrases (e.g. rises and falls), and is often
“sisters..old..two” instead of difficult to understand. Frequently unable to convey basic messages.
“I have two older sisters”)
Requires additional prompting and support
(e.g. given a slower repetition of question,
given examples, given a more
understandable paraphrase of the question).
5 Shows excellent control Understandable with Keeps the response going Produces relevant and
of simple grammatical appropriate and is mostly elaborate responses despite
structures, and intonation (the way comprehensible. some hesitation or
attempts some more the voice rises and repetition.
complex structures. falls), accurate Maintains simple
sentence and word face-to-face conversations Uses several linking words
Uses a variety of stress (e.g., on familiar topics or of (e.g. however, although, not
appropriate imPORtant), and clear personal interest. only… but also) to connect
vocabulary to individual sounds ideas.
exchange views on (e.g., the /e/ in bed) Pauses for grammar and
familiar topics. (i.e. vocabulary are very evident
prompts conversation in longer responses.
instead of isolated
answers).
3 Shows good control of Mostly Keeps the response going Produces mostly relevant
simple grammatical understandable, and and is generally responses that are beyond
structures. has some control of comprehensible. short phrases despite some
individual sounds hesitation and repetition.
Uses a variety of (e.g., the /e/ in bed), Maintains simple
appropriate or word/sentence face-to-face conversations Uses basic linking words
vocabulary when stress (e.g., on familiar topics or of (e.g., and, but, then) to
talking about familiar imPORtant), or personal interest despite connect ideas.
topics. intonation (the way some difficulties.
the voice rises and
falls) while speaking Pauses for grammar and
vocabulary are very evident
in longer responses.
5 Shows excellent control Is intelligible. Produces a longer response Produces relevant and
of simple grammatical comprehensively with a few elaborate responses with
structures, and some Intonation is noticeably long pauses. very little hesitation or
more complex appropriate. repetition.
structures. Maintains face-to-face
Sentence and conversations in a wide range Uses various linking words
Uses a variety of word stress is of topics. Can initiate (e.g. however, although, not
appropriate vocabulary accurately discourse and invite others’* only… but also, etc.)* and
to exchange views on a placed. opinion when they need to. discourse markers (e.g, As I
wide range of familiar was saying, on top of that,
topics and less familiar Individual *(in this case, the interviewer) what’s more…, to tell you the
topics. sounds are truth, etc.)* to connect ideas.
articulated
clearly. Is able to stay on the topic.
3 Shows excellent control Is intelligible. Produces a longer response Produces relevant and
of simple grammatical Intonation is comprehensively with some elaborate responses despite
structures, and generally noticeably long pauses. some hesitation or repetition.
attempts some more appropriate.
complex structures. Sentence and Generally maintains Uses several linking words
word stress is face-to-face conversations in (e.g. however, although, not
generally a wide range of topics. Can only… but also) to connect
Uses a variety of accurately initiate discourse and invite ideas and mostly stays on
appropriate vocabulary placed. others’* opinion when they topic.
to exchange views on need to.
familiar topics. (i.e. Individual
prompts conversation sounds are *(in this case, the interviewer)
instead of isolated generally
answers). articulated
clearly.
1 Shows good control of Is mostly Produces a longer response Produces mostly relevant and
basic sentence intelligible, and comprehensively with elaborate responses beyond
structures. has some control noticeable long pauses. short phrases despite some
of phonological hesitation or repetition.
Uses a variety of features at both Maintains simple face-to-face
appropriate vocabulary utterance and conversations on familiar Repeats information or drifts
when talking about word levels topics or of personal interest. away from the topic.
everyday situations.
Uses basic cohesive devices.
** Our speaking placement rubric is adapted from Cambridge English Rubric, CEFR Documents by the English Profile and Council of Europe (2001) and Assessing Speaking
(Luoma, 2004).
Passing Grades
Basic: Scores 1-8 in Basic & Intermediate Rubrics
Intermediate: Scores 9-15 in Basic & Intermediate Rubric
Advanced 1: Scores 12-20 in Advanced 1 Rubric, if scores in 11-1, demoted to Intermediate
Advanced 2: Scores 12-20 in Advanced 2 Rubric, if scores in 11-1, demoted to Advanced 1
Do you agree that travel broadens *lower level students might need
** the minds? more support
What was your dream ((when you past tense, talks about childhood
7 were a child))? memories
SET 3
Expected answers/Target
No. Question Items Follow-up question/Prompts Language
Part 1 (duration: max 2 mins)
What's your name? Can you spell ability to spell letters in English;
1 it for me? present tense, basic information
about self
2 Where do you live?
If yes:
- did you get
punished/what did you
(do/get)?
- How many times did you
come late?
- Why did you come late?
If not:
Have you ever come late to - How did you manage (not
6 school/office? to get late)?