UNIVERSITAS

INDRAPRASTA PGRI Tanggal

JalanNangka No. 58, Tanjung Barat, Jagakarsa, Jakarta Selatan – 12530. Telp. (021) 7818718 Terbit
Jalan Raya Tengah, Gedong, PasarRebo,
FORMULIRJakarta Timur. Telp. (021) 87797409 …………………
Fax.RENCANA – Website: www.unindra.ac.id
(021) 78835283 PEMBELAJARAN …………
Nomor Dokumen Nomor Revisi SEMESTER (RPS) Halaman
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Mata Kuliah : Language Testing Semester : 7 SKS : 3 Kode MK : KB12F743

Mata Kuliah Prasyarat
Program Studi : Pendidikan Bahasa Inggris
Capaian Pembelajaran Lulusan (CPL)
Capaian Pembelajaran Mata Kuliah (CPMK)
-
Dosen Pengampu Mata Kuliah : Reknosari, M.Pd/ Woro Hestiningsih, M.Pd/ Nujuludin Siregar,
M.Pd/Tita Puspitasari, M.Pd/ Tarmizi, M.Pd/ Susilawati, M.Pd/ La Ode Hampu, M.Pd/ Kokok
Djoko
Purwanto, M.Pd
1. Menguasai konsep pedagogic, pendekatan, dan prinsip pengembangan program
pembelajaran untuk melaksanakan evaluasi pembelajaran bahasa Inggris dengan
menggunakan IPTEKS. (CP-KKA)
2. Menguasai berbagai teori, konsep, dan prinsip kebahasaan, kesastraan/literasi, dan belajar
bahasa serta menerapkannnya dalam pembelajaran bahasa Inggris baik untuk tujuan
umum (General English) maupun khusus (English for Specific Purposes). (CP-KPA)
3. Menguasai konsep pedagogic, pendekatan, dan prinsip pengembangan program
pembelajaran untuk melaksanakan evaluasi pembelajaran bahasa Inggris dengan
memanfaatkan IPTEKS. (CP-KPB3)
1. Mahasiswa mampu menguasai pengetahuan dan konsep dasar serta melaksanakan
evaluasi pembelajaran bahasa Inggris dengan memanfaatkan IPTEKS. (CP-KPB3).
2. Mahasiswa mampu menguasai berbagai teori, konsep, dengan konsep teoritis dan praktis
dari 4 keterampilan berbahasa (listening, speaking, reading, and writing) mulai dari
terminologi, kriteria tes yang baik, mendesain indikator soal, menentukan teknik penilaian,
mendesain butir soal, dan mendesain instrumen dengan tepat dan benar. (CP-KPA)
3. Mahasiswa mampu memahami dan menerapkan evaluasi pembelajaran dengan
 implementasi Project Based Learning (PBL) approach.
Deskripsi Mata Kuliah This course provides students with an understanding of the background theories and principles of
assessment in English language teaching, including the procedures of test constructions.
Topics include English language assessment; the principles of language assessment, standardize
test and teacher made test, non-test assessment, designing classroom language test, assessing
listening, assessing speaking, assessing reading, assessing writing, assessing grammar and
assessing vocabulary. More emphasis is placed on analyzing English test as a measurement
instrument covering the criteria of a good test, scoring, and interpreting the results of a test and an
the end this course, the students have to make a video of learning about making assessment as the
implementation of Project Based Learning (PBL) approach.
Materi Pembelajaran 1. ENGLISH LANGUAGE ASSESSMENT
2. PRINCIPLES OF LANGUAGE ASSESSMENT
3. STANDARDIZED TEST AND TEACHER MADE TEST
4. NON TEST ASSESSMENT
5. DESIGNING CLASSROOM LANGUAGE TEST
6. ASSESSING LISTENING
7. ASSESSING SPEAKING
8. ASSESSING READING
9. ASSESSING WRITING
10. ASSESSING GRAMMAR
11. ASSESSING VOCABULARY
Utama - Mufliharsi, dan Reknosari. English Language Assessment. Jakarta: Unindra
Press. 2023
- Brown, H. Douglas and Priyanvada Abeywickrama. (2019). Language Assessment:
Principles and Classroom Practices: Third Edition. Pearson
- Brown, H. Brown. Language Assessment. Longman: San Fransisco University.
Daftar Pustaka
2004
Tambahan - Brown, H.D. (1994). Principles of Language Learning and Teaching. New Jersey:
Prentice-Hall.
- Brown, H.D. (2004). Principles of Language Learning and Teaching. New Jersey:
Prentice-Hall.
 (1) (2) (3) (4) (5) (6) (7) (8)
Bahan Kajian/ Bentuk dan Pengalaman
Minggu Kemampuan Akhir yang Kriteria Penilaian Bobot
Materi Metode Estimasi Waktu Belajar
ke Direncanakan Dan Indikator Penilaian
Pembelajaran Pembelajaran Mahasiswa

1. Students are able to ENGLISH 1.ceramah 1. Students can Tes Kognitif

1  TM: (3x50”) dengan Lisan dan 5%
understand the definition of LANGUAGE 2. latihan identify the
evaluation, assessment, testing  Tugas 1: definitions of Tulisan
ASSESSMENT 3. diskusi
and measurement in English BT+BM: evaluation,
language assessment.  (1+1)x(2x60 ”) assessment, Indikator:
testing and Mahasiswa
2. Students are able to measurement mampu
understand the terminologies of in English menjelaskan
evaluation, assessment, testing language dan
and measurement in English assessment. membedakan
language assessment. antara
Students evaluation,
understand assessment,
about the needs testing and
of evaluation, measurement in
assessment, English
testing and language
measurement assessment
in English
language Kriteria:
assessment. -Ketepatan dalam
mendefinisikan
evaluation,
assessment,
testing and
measurement
in
English
language
assessment
Bentuk Penilaian:
- tes / kuis
 1. Students are able to PRINCIPLES 1. Ceramah  TM: 1. Students can Bentuk Non-test: 10%
2 understand the principles of OF LANGUAGE 2. Demonstrasi (3x50”) identify the Makalah,
language tests. ASSESSMENT 3. Pemberian  Tugas 1: definitions and presentasi dan
Tugas BT+BM components of diskusi
2. Students are able to 4. Diskusi : practicality, kelompok.
determine the components of (1+1)x(2x60 ”) reliability,
practicality, reliability, validity, Indikator:
validity, authenticity, and authenticity,  Mahasiswa
washback in the language and washback mampu
assessment menjelaskan,
in the language
assessment. membedakan,
dan
2. Students have memberikan
knowledge how contoh kasus
to design a pada komponen
good tes yang baik
assessment dari practicality,
related to the validity,
principle reliability,
of language test authenticity,
and understand and washback
about the needs
of assessment, Kriteria:
measurement, - Menjabarkan
and evaluation dengan lengkap
in education to definisi,
build quality of penjelasan,
English kriteria, dan
education in contoh dari
Indonesia. komponen tes
(Quality yang baik.
Education)
Bentuk Penilaian:
- presentasi
- diskusi
kelompok
3 1. Students are able to have STANDARDIZED 1. Ceramah  TM: 1. Students have Bentuk tes: 5%
Standardized test knowledge. TEST 2. Demonstrasi (3x50”) knowledge of Uraian atau essai
AND TEACHER 3. Pemberian  Tugas 1: standardized test
2. Students are able to MADE TEST Tugas BT+BM and teacher made Indikator:
distinguish the advantages and 4. Diskusi : test. - Mahasiswa
disadvantages of standardized (1+1)x(2x60 ”) mampu
test. mendefinisikan
2. Students are tes berstandar
3. Students are able to recognize able to identify dan tes buatan
the examples of standardized and classify the guru.
tests. advantages and - mahasiswa
disadvantages of mampu
standardized test membedakan
and teacher made fungsi tes buatan
test. guru dan tes
berstandar
- mahasiswa
mampu
menentukan
keunggulan dan
kekurangan dari
tes yang
berstandar
4 1. Students are able to NONTEST 1. Ceramah  TM: (3x50”) 1. Students are Bentuk Non- 5%
identify and understand ASSESSMENT 2. Demonstrasi  Tugas 1: able to test: Makalah,
kinds of nontest 3. Pemberian BT+BM: identify and presentasi dan
assessment 4. Tugas (1+1)x(2x6”) understand diskusi
5. Diskusi kinds of kelompok
2. Students are able to nontest .
arrange nontest assessment Indikator:
assessment in classroom  Mahasiswa
2. Students are mampu
able to
menjelaskan,me
arrange
mbedakan, dan
nontest
memahami
assessment
in jenis-jenis
classroom nontest
assessment serta
memberikan
contoh tes
dengan benar.

Kriteria:
-Menjabarkan
dengan
lengkap
definisi,
penjelasan,
kriteria, dan
contoh dari
nontes yang
memiliki
fungsi
tertentu.
5-6 1. Students are able to identify DESIGNING 1. Ceramah  TM: (3x50”) 1. Students have Bentuk Non-test: 10%
and understand kinds of test CLASSROOM 2. Demonstrasi  Tugas 1: knowledge about Makalah,
assessments. LANGUAGE 3. Pemberian BT+BM: kinds of test presentasi dan
TESTS 4. Tugas (1+1)x(2x6”) diskusi kelompok
assessment.
2. Students are able to identify 5. Diskusi .
and understand subjective and Indikator:
objective test. 2. Students are Mahasiswa
identify and mampu
3. Students are able to design test understand menjelaskan,
assessment in classroom. subjective and membedakan,
objective test. dan
memberikan
3.Students are contoh pada tes
able to design test yang memiliki
assessment in fungsi tertentu
classroom. dan menyusun
tes dengan
benar.

Kriteria:
- Menjabarkan
dengan lengkap
definisi,
penjelasan, kriteria,
dan contoh dari tes
yang memiliki
fungsi tertentu, tipe
tes yang memiliki
tujuan tertentu,dan
berbagai langkah
dan tahap dalam
menyusun tes
dengan benar.
7 REVIEW
8 UTS

9 1. Students are able to ASSESSING 1. Ceramah  TM: (3x50”) 1. Students have Bentuk tes: 10%
understand the importance of LISTENING 2. Demonstrasi  Tugas 1: Uraian atau essai
knowledge the
assessing listening. 3. Pemberian BT+BM:
Tugas importance of
(1+1)x(2x60”) Bentuk Non-
2. Students are able to 4. Diskusi assessing
Test:
understand the basic types of listening
Tanya jawab
listening performance. 2. Students Indikator:
understand - Mahasiswa
3. Students are able to design the basic mampu
listening assessments based on types of mendefinisikan
the examples. dan
listening
performance menentukan
tujuan dari
3. Students can
pentingnya
design listening test
listening dan basic types
assessments of listening
based on the performance
examples
- Mahasiswa
mampu
mendesain soal
listening sesuai
dengan tipe
listening test
yang telah
ditentukan
10 1. Students are able to ASSESSING 1. Ceramah  TM: (3x50”) 1. Students have Bentuk tes: 10%
understand the SPEAKING 2. Demonstrasi  Tugas 1: knowledge the Uraian atau essai
importance of assessing dan praktek BT+BM: importance of
speaking. 3. Pemberian (1+1)x(2x60 ”) Bentuk Non-Test:
assessing
Tugas Tanya jawab
2. Students are able to speaking
4. Diskusi Indikator:
understand the basic 2. Students - Mahasiswa
types of speaking understand mampu
performance. the basic mendefinisikan
types of dan menentukan
3. Students are able to speaking tujuan dari
design speaking pentingnya
performance
assessments based on speaking test dan
the examples. 3. Students can
basic types of
design speaking
speaking performance
assessments
based on the - Mahasiswa
examples mampu
mendesain soal
speaking sesuai
dengan tipe
speaking test yang
telah ditentukan
11 1. Students are able to ASSESSING 1. Ceramah  TM: 1. Students have Bentuk tes: 10%
understand the importance of READING 2. Demonstrasi (3x50”) knowledge the Uraian atau essai
assessing reading. dan praktek  Tugas 1: importance of
3. Pemberian BT+BM: Bentuk Non-Test:
 (1+1)x(2x60 assessing
2. Students are able to Tugas Tanya jawab
understand the basic types of 4. Diskusi ”) reading
Indikator:
reading performance. 2. Students - Mahasiswa
understand mampu
3. Students are able to design the basic mendefinisikan
reading assessments based on types of dan menentukan
the examples. reading tujuan dari
performance pentingnya
reading test dan
3. Students can
basic types of
design reading
reading performance
assessments
based on the - Mahasiswa
examples mampu
mendesain soal
reading sesuai
dengan tipe
reading test yang
telah ditentukan
12 1. Students are able to ASSESSING 1. Ceramah  TM: 1. Students have Bentuk tes: 10%
understand the importance of WRITING 2. Demonstrasi (3x50”) knowledge the Uraian atau essai
assessing writing. dan praktek  Tugas 1: importance of
3. Pemberian BT+BM: Bentuk Non-Test:
assessing
2. Students are able to Tugas (1+1)x(2x60 ”) Tanya jawab
understand the basic types of 4. Diskusi writing
Indikator:
writing performance. 2. Students - Mahasiswa
understand mampu
3. Students are able to design the basic mendefinisikan
writing assessments based on types of dan menentukan
the examples. writing tujuan dari
performance pentingnya
writing test dan
3. Students can
basic types of
design writing
writing performance
assessments
based on the - Mahasiswa
examples mampu
mendesain soal
writing sesuai
dengan tipe
writing test yang
telah ditentukan
 1. Students are able to ASSESSING 1. Ceramah  TM: 1. Students have Bentuk tes:
13 5%
understand the importance of GRAMMAR (3x50”)
2. Demonstrasi knowledge in Uraian atau essai
assessing grammar. dan praktek  Tugas 1: assessing
3. Pemberian BT+BM: Bentuk Non-Test:
grammar
2. Students are able to design Tugas (1+1)x(2x60 ”) Tanya jawab
grammar assessments based on 4. Diskusi
the examples. 2. Students are Indikator:
able to design - Mahasiswa
grammar mampu
assessment mendefinisikan
based on the dan menentukan
examples. tujuan dari
pentingnya
grammar test

- Mahasiswa
mampu
mendesain soal
grammar sesuai
dengan contoh
test yang telah
ditentukan
14 1. Students are able to ASSESSING 1. Ceramah  TM: 1. Students have Bentuk tes: 5%
understand the importance of VOCABULARY 2. Demonstrasi (3x50”) knowledge in Uraian atau essai
assessing vocabulary. dan praktek  Tugas 1: assessing
3. Pemberian BT+BM: Bentuk Non-Test:
vocabulary
2. Students are able to design Tugas (1+1)x(2x60 ”) Tanya jawab
vocabulary assessments based 4. Diskusi
on the examples. 2. Students are Indikator:
able to design - Mahasiswa
vocabulary mampu
assessment mendefinisikan
based on the dan menentukan
examples. tujuan dari
pentingnya
vocabulary test

- Mahasiswa
mampu
mendesain soal
vocabulary
sesuai dengan
contoh test
yang telah
ditentukan
15 REVIEW
16 UAS / UPM