SOP-SJSM-ACAD-

STANDAR OPERASIONAL PROSEDUR No. Dok. PELC-TST

Judul: No. Rev. 00
Tanggal
11/11/2021
Pembuatan
PLACEMENT TEST
Tanggal Efektif
Halaman 01 dari …
Dibuat oleh: Disetujui Koordinator Program 1 Jam 1000 Mimpi
Divisi Academics oleh:

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 (Internal, Knowledge
Management, Eksternal)
:
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. Peserta yang mengikuti placement test adalah yang sudah menyelesaikan administrasi keuangan
dan bergabung di group students.
2. Knowledge Management (KM) memberikan informasi umum terkait written test minimal tiga hari
sebelum waktu pelaksanaan melalui group WhatsApp.
3. Pada hari pelaksanaan written test, KM akan menonaktifkan kolom chat pada group student dan
mengirimkan petunjuk teknis pelaksanaan written test (terlampir). Selama written test berlangsung,
terdapat minimal satu point of contact dari KM yang akan mendampingi proses written test.
4. Calon peserta program melakukan tes tertulis pada situs EnglishRadar
(https://www.englishradar.com/english-level-test/).
5. Calon peserta program melaporkan hasil tes tertulis yang didapat (A1-C2) melalui google form
(terlampir).
6. KM melakukan organisasi data dan mengkonversi nilai written test menjadi level di SJSM (lihat
lampiran 1 untuk acuan levelling).
7. KM menentukan calon peserta yang akan mengikuti tahap tes lisan (interview)
: a. Untuk returning students, KM akan membandingkan data hasil written test dengan level
di batch sebelumnya. Jika sama, returning students tidak perlu mengikuti tahap tes
lisan (interview).
b. Untuk semua calon peserta program baru, diwajibkan untuk mengikuti tahap tes lisan
(interview)
8. Pewawancara merupakan tutor yang sudah diterima. Pewawancara akan mendapatkan daftar
calon peserta yang akan diwawancara (data diperoleh dari KM).
9. Tim akademik (PIC Placement and Progress) melakukan pengayaan untuk tutor selaku pelaksana
dan penanggung jawab tahap tes lisan (interview).
10. 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/PlacementInterviewBasic-Inter7
Advanced 1 dan Advanced 2: https://bit.ly/PlacementInterviewAdv1-2-batch7
Nilai akhir dari oral placement dapat diakses pada link yang tertera dalam
masing-masing form.
e. Tutor mengisi tanggal wawancara pada kolom ‘Waktu Interview’ di dokumen database
program atau interview list yang dapat diakses di: https://bit.ly/InterviewListBatch7
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 ‘Total Score Interview’.
2. Isi level akhir (Basic/Intermediate/Advanced 1/Advanced 2) dari hasil
interview pada kolom ‘Final Level’ 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

11. Tim akademik dan KM melakukan review hasil dari pelaksanaan placement test.
12. KM melakukan pengelompokan peserta sesuai dengan jenis kelas yang diminati dan hasil
placement test.
13. Setiap kelompok dialokasikan tutor yang sesuai (oleh KM) dan STR (oleh internal).
14. KM mengumumkan hasil pengelompokan kepada peserta dan tutor melalui group WhatsApp.
 *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.

VIII. KETENTUAN LAIN : 1. SOP ini berlaku sejak disetujui.

2. SOP dapat ditambahkan atau direvisi sewaktu-waktu apabila dianggap perlu.
IX. 1. Referensi acuan pengelompokan hasil tes tulis (written placement test) untuk tes lisan (oral
placement test).
LAMPIRAN : 2. Rubrik tes lisan (oral placement test rubrics)
3. Set pertanyaan untuk tes lisan (Set of interview questions)
4. Dokumen utama petunjuk placement test: https://bit.ly/SJSMPlacementTestGuidelines
X. CATATAN
:
PERUBAHAN

NO. REVISI CATATAN PERUBAHAN TANGGAL

Lampiran 1. Referensi acuan pengelompokan hasil tes tulis (written placement test) untuk tes lisan (oral placement test).
 Placement Written Test Result

Basic A1.1, A1.2, A2.1

Intermediate A2.2, B1.1, B1.2

Advanced 1 B2.1, B2.2

Advanced 2 C1.1, C1.2, C2.1, C2.2

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

A&C in one class, B & D in one class.

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
simple grammatical
structures.
Uses a variety of
Mostly understandable, and
has some control of individual
sounds (e.g., the /e/ in bed), or
word/sentence stress (e.g.,
imPORtant), or intonation (the
Maintains simple exchanges. Can answer
questions and respond to simple statements
appropriately.
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.

4 Performance shares features of Bands 3 and 5.

3 Shows sufficient control of
simple grammatical
structures.
Uses appropriate
vocabulary to talk about
everyday situations
Generally understandable,
despite limited control of
individual sounds (e.g., the /e/
in bed), or word/sentence
stress (e.g., imPORtant), or
intonation (the way the voice
rises and falls)
Maintains simple exchanges, despite some
difficulty. Can answer questions and respond
to simple statements.
Can be understood in very short responses
although pauses are very evident.
Requires a lot of prompting and support.

2 Performance shares features of Bands 1 and 3.

1 Shows limited control of a
small number of
grammatical structures.
Uses isolated words and
phrases (e.g.
“sisters..old..two” instead of
“I have two older sisters”)
Has very limited control of
individual sounds (e.g., the /e/
in bed), or word/sentence
stress (e.g., imPORtant), or
intonation (the way the voice
rises and falls), and is often
difficult to understand.
Has considerable difficulty maintaining
simple exchanges. Can ask and answer
questions fluently only about personal details.
Manages very short, isolated response with
much pausing to find words or expressions.
Frequently unable to convey basic messages.
Requires additional prompting and support
(e.g. given a slower repetition of question,
given examples, given a more
understandable paraphrase of the question).

0 Performance below Band 1.

Advanced 1 Grammar and Pronunciation Spoken Fluency and Discourse Management
(Max. 20) Vocabulary Interaction

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).

4 Performance shares features of Bands 3 and 5.

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.
 2 Performance shares features of Bands 1 and 3.

1 Shows sufficient Mostly Answer to questions and Produces responses in short

control of simple understandable, responses are generally phrases with frequent
grammatical despite limited appropriate hesitation.
structures. control of individual
sounds (e.g., the /e/ Maintains simple Repeats information or drifts
Uses limited in bed), or exchanges. Mostly keep the away from the topic.
vocabulary to talk word/sentence stress response going despite
about familiar topics. (e.g., imPORtant), or some difficulties.
intonation (the way
the voice rises and Can be understood in short
falls) responses although
pauses are very evident.

Requires very little

prompting and support.

0 Performance below Band 1.

Advanced 2 Grammar and Pronunciation Spoken Fluency and Discourse Management

(Max 20) Vocabulary Interaction

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.

*choice of words are not limited

to the example

4 Performance shares features of Bands 3 and 5.

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.

2 Performance shares features of Bands 1 and 3.

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.

0 Performance below Band 1.

 ** 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

Lampiran 3. Set pertanyaan untuk tes lisan (Set of interview questions)

Set 1. Topic: Travelling/Vacation

SET 1
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?

Follow-up Option 1: What do you information on daily activity;

study? Is it interesting? present tense

Follow-up Option 2: What do you

3 Do you work or are you a student? do? Is it interesting?
 Follow-up questions: personal information, describing
Option 1: Tell me about your - How many people are friends or family; mostly present
parents / brothers or sisters / there in your family? tense but possibly past tense
(e.g. for question when did you
children. - What are they like?
first meet). use of other tense
Follow-up questions: possible
- When did you meet?
- What do you like the
Option 2: Tell me about your most about them?
4 best friend. What are they like?
Part 2 (duration: max 2-3 mins)

5 Let's talk about the future. (bridge)

Follow-up questions (only if future tense, job vocabulary

needed):
Option 1 (if student): Do you have - Why so?
any jobs you want to do in the - Can you tell me more
future? What is it? about that?

Follow-up questions (only if future tense, job vocabulary

needed):
- Why so?
Option 2 (if work): Do you have any - Can you tell me more
plans changing your job? about that?

Follow-up questions (only if future tense, talking about plans

needed):
- If yes, would you mind
Do you have any future plans in revealing it?
6 the five upcoming years? - If no, why not?
 What are you planning to do after
** the pandemic is over?
Personally, I'd like to go on a
- vacation. What about you?
Do you like having vacation? How
many places have you visited?
7
Tell me about one of your most
memorable vacations when you
8 were younger.
What do you think about traveling around? Would you travel if you
9 during the pandemic time?
When you're travelling, do you
think it's impolite to take pictures
of strangers without their
** permission?
future tense/conditional
Part 3 (duration: 2-3 mins)
(bridge 1)
present perfect; past simple
Follow-up questions (only if past tense; present perfect
needed):
- What did you find there?
- What did you feel when
you were there?
Part 4 (duration: 3-4 mins)
Follow-up questions (only if phrases to introduce
needed): agreement/disagreement; ability
- Is it safe to travel to give example/support
argument, ability to maintain
had the chance? coherence throughout the
speech
Follow-up questions (only if
needed):
- Why?
*lower level students might need
more support
 Do you agree that travel broadens *lower level students might need
** the minds? more support

Set 2. Topic: Childhood

SET 2
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?

Follow-up Option 1: What do you information on daily activity;

study? Is it interesting? present tense

Follow-up Option 2: What do you

3 Do you work or are you a student? do? Is it interesting?

Follow-up questions: personal information, describing

Option 1: Tell me about your - How many people are friends or family; mostly present
parents / brothers or sisters / there in your family? tense but possibly past tense
(e.g. for question when did you
children. - What are they like?
first meet). use of other tense
Follow-up questions: possible
- When did you meet?
- What do you like the
Option 2: Tell me about your most about them?
4 best friend. What are they like?
Part 2 (duration: max 3 mins)
 5 Let's talk about the future. (bridge)

Follow-up questions (only if future tense, job vocabulary

needed):
Option 1 (if student): Do you have - Why so?
any jobs you want to do in the - Can you tell me more
future? What is it? about that?

Follow-up questions (only if future tense, job vocabulary

needed):
- Why so?
Option 2 (if work): Do you have any - Can you tell me more
plans changing your job? about that?

Follow-up questions (only if future tense, talking about plans

needed):
- If yes, would you mind
Do you have any future plans in revealing it?
6 the five upcoming years? - If no, why not?

After graduation from your

university, what are you going to
** do?

What is your plan for your career

** in the next three years?
Part 3 (duration: 2-3 mins)
Talking about school/career, what (bridge)
about when you were a child?

What was your dream ((when you past tense, talks about childhood
7 were a child))? memories
 Follow-up questions (only if present tense/past tense
needed):
- Do you like reading
books?
- (if not) why don’t you like
reading books? Is it not
interesting for you?
- Which book was popular
when you were a child?
Can you tell me a little
about the story from the
What did you like doing when you storybook?
8 were a child?

Tell me one weird experience past tense/present with past time

you’ve had when you were a reference
** child?
Part 4 (duration: 3-4 mins)
phrases to introduce
Do you agree that childhood is the
agreement/disagreement; ability
9 happiest time in life? Why?
to give example/support
Children have powerful argument, ability to maintain
** imaginations. Do you agree? coherence throughout the
speech
How does a person’s childhood
influence what kind of adult they
** become?

Set 3. Topic: Work or School

 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?

Follow-up Option 1: What do you information on daily activity;

study? Is it interesting? present tense

Follow-up Option 2: What do you

3 Do you work or are you a student? do? Is it interesting?

Follow-up questions: personal information, describing

Option 1: Tell me about your - How many people are friends or family; mostly present
parents / brothers or sisters / there in your family? tense but possibly past tense
(e.g. for question when did you
children. - What are they like?
first meet). use of other tense
Follow-up questions: possible
- When did you meet?
- What do you like the
Option 2: Tell me about your most about them?
best friend. What are they like?
Part 2 (duration: max 3 mins)

4 Let's talk about the future. (bridge)

Option 1 (if student): Do you have Follow-up questions (only if future tense, job vocabulary
any jobs you want to do in the needed):
 future? What is it? - Why so?
- Can you tell me more
about that?

Follow-up questions (only if future tense, job vocabulary

needed):
- Why so?
Option 2 (if work): Do you have any - Can you tell me more
plans changing your job? about that?

Follow-up questions (only if future tense, talking about plans

needed):
- If yes, would you mind
Do you have any future plans in revealing it?
5 the five upcoming years? - If no, why not?

After graduation from your

university, what are you going to
** do?

What is your plan for your career

** in the next three years?
Part 3 (duration: 2-3 mins)
Talking about school/career,

Follow-up questions (only if present perfect; past simple

needed)

If yes:
- did you get
Have you ever come late to punished/what did you
6 school/office? (do/get)?
 - How many times did you
come late?
- Why did you come late?

If not:
- How did you manage (not
to get late)?

Tell me about one of your most present perfect; past simple

memorable moments at school /
7 at work.
Part 4 (duration: 3-4 mins)
Which one do you think would phrases to introduce
benefit you more? To find a job agreement/disagreement; ability
after graduating high school or to to give example/support
8 get a university degree? argument, ability to maintain
coherence throughout the
Which study/work method do you
speech
prefer, online (through zoom and
other online platforms) or offline
** (meeting face to face)?

There are people who focus on

one job throughout life; others like
to change from one position to
another. Which one do you think is
** better? Why?

Do you agree or disagree with the

following statement? Good luck is
** as important as working hard in
 achieving success.

**optional questions, choose 1 (or more, depending on the time.)