KISI-KISI UJIAN KOMPREHENSIF

PRODI TADRIS BAHASA INGGRIS

A. TEORI TENTANG ILMU BAHASA
1. Menjelaskan definisi bahasa, ruang lingkup dan objek
A language is a system of communication which consists of a set of sounds and written symbols which are
used by the people of a particular country or region for talking or writing.
Microlinguistics
Micro linguistics is defined as a scientific discipline related to linguistic studies with the scope of scientific
studies of pure language. This means that these studies are in language studies or studies owned by linguistics.
Microlinguistics consists of:
a. Phonology
Phonology comes from the words phon and logos. Fon means sound. Logos means knowledge. So,
phonology is science that discusses sound. The object of study is the phonies, phonas and phonemes.
b. Morphology
Morphology comes from the words morph and logos. Morph means form. Logos means knowledge. So,
morphology is a science that discusses form. The intended form is morpheme. The object of study is
morphine and morpheme.
c. Syntax
Syntax is a science that deals with sentence structure. The object of study is phrases, clauses, and sentences.
d. Discourse Analysis
Discourse analysis is a science that discusses the understanding and analysis of a discourse. The object of
study is paragraphs and discourse / reading.
e. Semantics
Semantics is a science that discusses the meaning. The object of study is the meaning of all elements of
language.
Macrolinguistics
Macrolinguistics is defined as a scientific discipline that is related to the study of linguistics that is connected
with scholarship that is not linguistic, such as psychology, sociology, forensic, communication, etc.
Macrolinguistics consists of:
a. Psycholinguistics
Psycholinguistics is a science that discusses the relationship between language and psychology. The scope
of psycholinguistic studies is language acquisition, language disorders, literacy, multilingualism, etc.
Analysis of psycholinguistic studies looks at how language influences psychological cases or vice versa.
b. Sociolinguistics
Sociolinguistics is a science that discusses the relationship of language with the science of sociology. The
scope of sociolinguistic studies is a case of code mixing, code switching, politeness in language, etc.
Analysis of psycholinguistic studies looks at how language influences social cases or vice versa.
c. Pragmatics
Pragmagtik is a science that discusses the relationship of language with the factors that influence it. The
scope of pragmatic study is someone's speech act, maxim, etc. Analysis of pragmatic studies looks at how
language influences the realm of human communication or vice versa.
d. Forensic Linguistics
 Forensic linguistics is a science that discusses the relationship between language and legal cases. The
analysis of this study looks at how language is able to analyze an unlawful event from a linguistic
perspective.
e. Lexicography
Lexicography is a science that discusses language mapping. the scope of this science is the lexical mapping
of a language, compilation of entries in a specific language, etc
2. Menjelaskan asal usul terbentuknya Bahasa
3. Menjelasakan tentang Phonology, Morphology, Syntax, dan Semantics
a. Phonology
Phonology is the study of phonemes, which are the speech sounds of an individual language. A phonologist
could answer the question, “Why do BAT and TAB have different meanings even though they are made of
the same three sounds, A, B and T?”
a. Morphology
Morphology is the study of words and other meaningful units of language like suffixes and prefixes. A
morphologist would be interested in the relationship between words like “dog” and “dogs” or “walk” and
“walking,” and how people figure out the differences between those words.
b. Syntax
Syntax is the study of sentences and phrases, or how people put words into the right order so that they can
communicate meaningfully. All languages have underlying rules of syntax, which, along with
morphological rules, make up every language’s grammar. An example of syntax coming into play in
language is “Eugene walked the dog” versus “The dog walked Eugene.” The order of words is not arbitrary
—in order for the sentence to convey the intended meaning, the words must be in a certain order.
c. Semantics
Semantics, most generally, is about the meaning of sentences. Someone who studies semantics is interested
in words and what real-world object or concept those words denote, or point to. Example, someone
shouting “Fire!” has a very different meaning if they are in charge of a seven-gun salute than it does if they
are sitting in a crowded movie theater.
4. Menjelaskan sifat dan ciri-ciri Bahasa
Nature of Language
a. Language is a communication
b. Words have meaning
c. Language follows a grammatical structure
d. Language is based on aural and oral system
e. Language can die and be extinct
f. Language can be diverse
Characteristic of language
a. Language is dynamic
b. Language has levels
c. Language is creative and unique
d. Language is a means of communication
e. Language identifies culture
f. Language is arbitrary
5. Menjelaskan beberapa aliran dalam lingusitik
A. Traditional linguistic flow = functional flow, which is a set of grammatical explanations and rules that
were used more or less over the past two hundred years. Traditional terms in language are often
contrasted with structural terms. Traditional grammar analyzes language based on semantics, while
structural grammar analyzes language based on formal structures or features that exist in language. In
formulating verbs, for example, traditional grammar says a verb is a word that states an action or event.
While structural grammar states that verbs can be distributed with the phrase "with. . . . "
1) Linguistics of the Greek Age
Main problem:
- opposition between physical (natural) and nomos (convention)
Physical (natural) means the language of origin, the source is in eternal principles and cannot be
replaced outside of humans themselves.
Nomos (convention) means that the language of convention means that the meanings are
obtained from the results of tradition or custom.
- the contradiction between analogy and anomaly
Analogy (English and Aristotelian)
Anomaly is irregular language.
2) Roman times
The Roman figure is Varro (116-27 BC) by De Lingua Latina and Princia by the Institutiones
Grammaticae. De Lingua Latina in this book discusses etymology, morphology (verbs, verbs,
participle and adverbium), and syntax. Gramaticae Institution: is the most complete Latin grammar
book, containing phonology, morphology, syntax.
3) Middle Ages
Latin became the lingua franca because it was used as the language of the church, diplomacy, and
science. The important thing is the role of the modistae, Speculative grammar, Peter Hispanus.
4) The Renaissance
This era is considered as the opening era of the modern age. In the history of language studies there
are two things that stand out in the Renaissance era namely,
- Besides mastering Latin, also mastering Greek, Hebrew, and Arabic
- In addition to languages, other European languages also receive attention in the form of
discussions, grammar arrangements.
B. Structural linguistics
Structural linguistic flow developed in two places, namely in Europe and America. In Europe this flow
was developed by Ferdinal de Saussure, while in America it was developed by Leonard B. Loomfield.
In the view of structural linguistics, language is a structure with interrelated stages, a perfection that can
be analyzed. This flow seeks to describe a language based on the nature or nature of that language.
1) Ferdinand De Saussure
This figure published a book called Course de Linguistique Generale which contains the concepts:
- Synchronous and discronic study,
- Difference between lingue and parole,
- Significant and significant difference,
- Syntmatic and paradigmatic relationships.
 2) Prague Stream
The praha school was formed in 1926 at the behest of one of its figures, Vilem Mathesius. Other
figures are Nikolai Trubetskoy, Roman Jakobsoe, and Morris Halle. They play a role in phonology
and syntax
- In the field of phonology distinguish between phonetics and phonology
- In the field of syntax, analyzing sentences is based on functional (formal structure and
information structure).
3) Glosematic Flow
The figure in this genre, among others Louise Hjemslev, discusses the teachings of Ferdinand de
Saussure. He tried to make science a stand-alone science, free from other sciences, with its own
equipment, methodology and terminology.
4) Firthian School
The figure of John R, Firth is famous for his theory of prosody phonology which is a way to
determine meaning at the phonetic level. Prosody phonology consists of phonematic units and
prosody units.
5) Systemic Linguistics
The name of systemic linguistic flow cannot be separated from the name M.A.K. Halliday The main
points of view are:
- Give full attention to the aspect of community language.
- View language as 'executor' (langue and parole distinction)
- Prioritize description
C. Tagmic linguistics
The tagmemic flow is diplopori by Kenneth L Pike. According to this flow, the basic unit of grammar
(grammar) is tagmeme. What tagmeme agrees to is the agreement between grammatical functions or
slots and collections of interchangeable tenses to fill in the slots. Languages according to Kenneth L.
Pike are composed of three levels namely phonology, grammar, and lesixon.
D. The grammar of the case was first introduced by Charles J. Fillmore in his essay titled The Case for
Case in 1968. What is meant by the case is the relationship between verbs and nouns. Verbs here are the
same as predicates, while nouns are the same as arguments in generative semantic theory.
E. Linguistic Generative Transformation
This flow was born with the publication of Noam Chomsky's book entitled Syntactic Structure in 1957.
Chomsky distinguished the existence of language abilities and actions. Ability is the knowledge that the
language user has about his language, while the action is the language user himself in the actual
condition.
F. Relational Linguistics
This grammar emerged in the 1970s as a direct challenge to some of the most fundamental assumptions
of syntactic theory proclaimed by the grammar stream of transformation. Relational grammar also tries
to find the rules of language universality. In this case relational grammar attacks the grammar of
transformation a lot because it considers the theory of transformational grammar cannot be applied to
languages other than English.
B. LISTENING SKILLS
1. Mampu menjelaskan tipe-tipe listening
a. Appreciative Listening
When you listen for appreciation you are listening for enjoyment. Think about the music you listen to. You
usually listen to music because you enjoy it. The same can be said for appreciative listening when someone
is speaking. Some common types of appreciative listening can be found in sermons from places of
worship, from a motivational speech by people we respect or hold in high regard, or even from a standup
comedian who makes us laugh.
b. Empathic Listening
When you listen empathically you are doing so to show mutual concern. During this type of listening you
are trying to identify with the speaker by understanding the situation in which he/she is discussing. You are
stepping into the other’s shoes to get a better understanding of what it is he/she is talking about. Usually
during this type of listening you want to be fully present in the moment or mindfully listening to what the
speaker is saying. Your goal during this time is to focus on the speaker, not on yourself. You are trying to
understand from the speaker’s perspective.
c. Discriminative Listening
Discriminative Listening requires more effort so that you are listening to the meaning behind the message.
Your goal is to understand “S” man. You listen to the words, pay attention to the nonverbal cues, and form
opinions on what you see and hear. You use discriminative listening when your mechanic explains what
that “thump thump” coming from your car means. Nonverbals like rolling his eyes, wringing his hands, or
winking to another mechanic, may add a different meaning to his verbal diagnosis of “nothing wrong.” Or
imagine being in a room with a group of people speaking a language you don’t know. Without
understanding a word being said, you gain a lot of clues just from the inflections and gestures
accompanying the words
d. Comprehensive Listening
If you are watching the news, listening to a lecture, or getting directions from someone, you are listening to
understand or listening to comprehend the message that is being sent. This process is active. In class, you
should be focused, possibly taking notes of the speaker’s main ideas. Identifying the structure of the speech
and evaluating the supports he/she offers as evidence. This is one of the more difficult types of listening
because it requires you to not only concentrate but to actively participate in the process. The more you
practice listening to comprehend, the stronger listener you become.
e. Critical Listening
Have you ever had to buy an expensive item, such as a new appliance, a car, a cell phone, or an iPad? You
probably did some research beforehand and listened closely to the salesperson when you went to compare
brands. Or perhaps your best friend is telling you about some medical tests he/she recently had done. You
listen closely so you can help your friend understand her results and the possible ramifications of the
findings. Both of these scenarios are examples of critical listening. Critical listening is listening to evaluate
the content of the message. As a critical listener you are listening to all parts of the message, analyzing it,
and evaluating what you heard. When engaging in critical listening, you are also critically thinking. You
are making mental judgments based on what you see, hear, and read. Your goal as a critical listener is to
evaluate the message that is being sent and decide for yourself if the information is valid.
 2. Mampu mengidentifikasi fonem dalam bahasa Inggris
Phoneme is any of the perceptually distinct units of sound in a specified language that distinguish one word
from another, for example p, b, d, and t in the English words pad, pat, bad, and bat
3. Mampu memahami ujaran lisan dalam bahasa Inggris
4. Mampu menjelaskan teknik dalam meningkatkan listening skill
a. Listen to Favorite Songs in English
b. Watch YouTube Videos in English
c. Listen to the Caucasian People's Podcast
d. Watch English TV Shows or News
e. Closing Subtitles on English Language Films on TV
f. Get into the habit of chatting in English

C. READING SKILLS
1. Mampu menjelaskan jenis-jenis teks berbahasa Inggris
a) analytical exposition text

Analytical Exposition is a text that elaborates the writer‘s idea about the phenomenon surrounding. Its social
function is to persuade the reader that the idea is important matter, and to analyze the topic that the thesis/opinion
is correct by developing an argument to support it

Tujuan:

Untuk memberitahu pembaca peristiwa/kasus penting

Struktur:
1. Thesis (pendahuluan)
2. Arguments (argumen)
3. Reiteration (kesimpulan)

b) hortatory exposition text

Hortatory Exposition Text is a kind of English text that belongs to the argumentative text. Hortatory Exposition is a
type of English text which represents the author’s attempt to influence the reader to do something or act in a
particular way.

Tujuan:

Untuk membujuk pembaca bagaimana sesuatu dapat diselesaikan

Struktur:

1. Thesis (pendahuluan)
2. Arguments (argumen)
3. Recommendation (rekomendasi penyelesaian)

c) explanation text

Explanation is a text which tells processes relating to forming of natural, social, scientific and cultural phenomena.
Explanation text is to say ‘why’ and ‘how’ of the forming of the phenomena. It is often found in science,
geography and history text books. General statement; stating the phenomenon issues which are to be explained.
Tujuan:

Menjelaskan kepada pembaca mengenai proses terjadinya fenomena alam

Struktur:

1. General statement (pernyataan umum)

2. Explanation (penjelasan)
3. Closing (penutup)

d) report text

Report is a text which presents information about something, as it is. It is as a result of systematic observation and
analysis

Tujuan:

Untuk menyampaikan informasi kepada pembaca mengenai sesuatu hal apa adanya sebagai hasil dari penelitian

Struktur:

1. General classification (klasifikasi umum)

2. Description (deskripsi)

e) discussion text
Discussion text is a text which presents a problematic discourse. This problem will be discussed from different
viewpoints. Discussion is commonly found in philosophical, historic, and social text. In other word,
Discussion is a kind of genre used to present (at least) two points of view about an issue.
Tujuan:

Menyampaikan informasi dan opini terhadap isu yang terjadi

Struktur :
1. Issue (isu)
2. Arguments/ pros-cons) (argumen/ pro-kontra)
3. Conclusion (kesimpulan)

f) procedure text
Procedure text is a text that explains or helps us how to make or use something. Its social function is to
describe how something is completely done through a sequence of steps. 
Tujuan:

Membantu pembaca untuk membuat sesuatu

Struktur:
1. Goal (tujuan)
2. Materials/equipment (bahan-bahan/peralatan)
3. Step/method (cara pembuatan)

g) descriptive text
Descriptive text is a text to describe a particular person, place, animal, or thing
Tujuan:
Menjelaskan kepada pembaca mengenai seseorang, tempat, atau benda secara detail.

Struktur:

1. Identification (pengenalan)
2. Description (deskripsi)

h) narrative text
A narrative text is that text that tells a story that takes place in a certain period of time and place
Tujuan:

Untuk menghibur pembaca dan untuk menceritakan cerita atau kisah

Struktur:

1. Orientation (pengenalan)
2. Complication (konflik)
3. Resolution (pemecahan masalah)
4. Reorientation (kesimpulan)

i) recount text
Recount text is a text that telling the reader about one story, action or activity. 
Tujuan:

Menceritakan kepada pembaca mengenai kejadian yang sudah terjadi di masa lampau

Struktur:

1. Orientation (pengenalan)
2. Event (peristiwa
3. Reorientation (kesimpulan)

j) spoof text
Definition of Spoof Text. “Spoof is a text which tells a factual story, happened in the past time with
unpredictable and funny ending”
Tujuan:

Menghibur pembaca dengan cerita lucu yang memiliki akhir yang tidak terduga

Struktur:

1. Orientation (pengenalan)
2. Event (kejadian)
3. Twist (hal yang tidak terduga)

k) anecdote text
Anecdote is a text which retells funny and unusual incidents in fact or imagination. Its purpose is to entertain
the readers.
Tujuan:

Menceritakan kepada pembaca kejadian yang menyenangkan atau kejadian yang tidak biasanya terjadi
 Struktur:
1. Abstract (pendahuluan)
2. Orientation (pengenalan)
3. Crisis (krisis)
4. Reaction (reaksi)
5. Coda (penutup)

l) review text
Review text is an evaluation of a publication, such as a movie, video game, musical composition, book; a piece
of hardware like a car, home appliance, or computer; or an event or performance, such as a live music concert,
a play, musical theatre show or dance show.
Tujuan:

Memberikan kritik atau evaluasi mengenai sesuatu untuk disampaikan ke pembaca

Struktur:
1. Orientation (pendahuluan)
2. Evaluation (evaluasi)
3. Interpretative recount (interpretasi)
4. Evaluation (evaluasi)
5. Evaluation summation (evaluasi terakhir)

m) news item text

News item text is a text which informs readers about events of the day. The events are considered
newsworthy or important. 
Tujuan:

Memberi informasi kepada pembaca mengenai suatu peristiwa

Struktur:
1. Newsworthy event (peristiwa)
2. Background event ( latar belakang peristiwa)
3. Sources (sumber)

2. Mampu mendemonstrasikan reading aloud (membaca dengan keras)

3. Mampu menerapkan teknik skimming
Skimming is a high-speed reading technique, which is useful for finding important things or becoming the
main idea in a reading. This reading technique is done by reading the reading quickly and at a glance, to get a
complete and general picture.
4. Mampu menerapkan teknik scanning
While scanning is a technique of reading quickly to get information without reading other types of reading.
Scanning is commonly used to look up phone numbers, look up words in a dictionary, look for entries in an
index, search statistics, and search for television shows or search travel listings.
5. Mampu menjelaskan kandungan teks berbahasa Inggris

D. SPEAKING SKILLS
1. Mampu melafalkan fonem-fonem bahasa Inggris dengan tepat
2. Mampu mendemonstrasikan speaking for daily communication (komunikasi sehari-hari)
3. Mampu mendemonstrasikan speaking in formal communication (komunikasi formal)
4. Mampu menjelaskan strategi dalam public speaking
a. Practice makes perfect.
Practice your speech a few weeks ahead of the big day. Use this time to master each word that comes out
of your mouth. Record yourself and see how fast or slow you are speaking, watch your body language and
how you are using your hands to address the audience.
b. Practice with an audience.
You’ve practiced your speech by yourself for some time now, but what about in front of an audience? One
of the best ways to practice your speech is to practice it under conditions that will resemble the day of your
speech. Practice in front of a small group of people, to build your confidence that way when you hit the
stage you won’t get flustered by the amount of people you’ll see.
c. Hook your audience’s attention.
It’s no secret that capturing your audience’s attention early on is one of the fundamental points in public
speaking. You should deliver your big idea or proposition during the first few minutes of your speech. This
will be your “hook.” As soon as you start speaking you should start stating all of the points of your speech.
This way you will obtain and hold your audience’s attention quickly.
d. Your body language is key.
You are the first thing that the audience will see and how you present yourself plays a crucial part on how
the audience will receive the information you’re about to present. Stand up straight when entering the stage
and speaking to your audience, it will show your authority and confidence. If you walk into the stage
slouching and not standing straight the audience will possibly get bored really quickly because you are.
e. Don’t get stuck, move around.
Use the stage to your advantage, walk, run, jump or skip by doing this you will keep your audience eyes on
you and keep them engaged continuously by moving around. If you’ve seen a Kevin Hart comedy show,
you’ll see that he doesn’t stop moving and uses his body to emphasize what he's telling the audience.
Standing behind the podium or the microphone during your whole speech and not moving will turn your
captive audience into a sleepy audience.
f. Set your goal.
Another way to grab your audience’s attention early on is to mention all of your talking points for the
speech. By stating the order of your talking points, you will provide an overview of what the presentation
will be like and what it will cover. You will tell the audience what your goals for that day, and during your
speech you will dive in depth into each talking point and finalize by summarizing each of them.
g. Get to know your audience.
Know exactly the type of audience that will be attending your speech. You can use this information to
tailor your speech around the type of people that will be attending. Knowing more about your audience
will help reduce stress levels regarding your speech. Furthermore, it will make you feel as you’re not
standing in front of strangers, but a group of people that share the same interests.
h. Begin with an interesting question or story.
Start your speech with a question, story or puzzle. It will help take the audience’s focus off you and into
what you're asking them to place their attention on. The theory behind this is that it will get the audience
thinking of another thing than using those first moments of your speech to judge you. It’s a way to start
your speech with ease and find a common ground with the audience.
i. Find others going through your same issues.
 You’re not the only one going through stage fright, you can be sure about that. Find a group of people who
are going through your same issues you are and see how they overcome it or how they are working through
them. A support team is always a beneficial tool to have in your armory of public speaking.
j. Get feedback.
There’s nothing wrong with receiving feedback, either if it is positive or negative feedback. Listening to
what your audience says is one of the most important parts of being a successful public speaker. Your
audience may point out things that you do while speaking that you may have not noticed before. Take
every feedback as constructive criticism and apply it to your future speeches.
5. Mampu mendemonstrasikan ujaran dengan tekanan dan intonasi yang tepat

E. Writing skills
1. Mampu menuliskan kalimat yang benar dalam bahasa Inggris

2. Mampu menjelaskan karakteristik jenis-jenis writing

There are four main types of writing: expository, persuasive, narrative, and descriptive.

a. Expository – Writing in which author’s purpose is to inform or explain the subject to the reader.

b. Persuasive – Writing that states the opinion of the writer and attempts to influence the reader.

c. Narrative – Writing in which the author tells a story. The story could be fact or fiction.

d. Descriptive – A type of expository writing that uses the five senses to paint a picture for the reader. This
writing incorporates imagery and specific details.

3. Mampu menjelaskan konsep cohesion, coherence, and completeness

Cohesion

In writing, cohesion is the use of repetition, pronouns, transitional expressions, and other devices called
cohesive clues to guide readers and show how the parts of a composition relate to one other.

Coherence

Coherence is an essential quality for good academic writing. In academic writing, the flow of ideas from one
sentence to the next should be smooth and logical. Without cohesion, the reader will not understand the main
points that you are trying to make. It also hampers readability. Cohesion necessarily precedes coherence.

Completeness

Completeness means a paragraph is well-developed. If all sentences clearly and sufficiently support the main
idea, then your paragraph is complete.

4. Mampu mengembangkan paragraf

5. Mampu membuat outline essay

I. Introduction

II. First main idea

 A. First Detail

B. Second detail

And so on

III. Second main idea

A. First Detail

B. Second Detail

And so on

IV. Third main idea

A. First detail

B. Second detail

And so on

V. Conclusion

F. Grammmar

1. Mampu menjelaskan model struktur kalimat dalam bahasa Inggris

2. Mampu mendemonstrasikan tenses

3. Mampu menganalisis part of speech suatu kalimat

4. Mampu menerapkan konsep agreement dalam tata bahasa bahasa Inggris

5. Mampu menganalisa kesalahan grammar

G. Menguasai Pembelajaran Bahasa Inggris

1. Mampu membedakan TEFL dan TESOL

TEFL: Teaching English as a Foreign Language

TEFL programs are intended for teachers who plan to go abroad to teach students in a country where the
primary language is not English. When students study English as a foreign language, they are studying it as an
academic subject, the same way you would study science or history.

TESOL: Teaching English to Speakers of Other Languages

Training in TESOL methodology is generally recommended for teachers who plan to work with learners who
are non-native English speakers living in an English speaking country.

2. Mampu menjelaskan desain pembelajaran bahasa Inggris (perencanaan sampai evaluasi)

3. Mampu menjelaskan metode pembelajaran bahasa Inggris
a. Communicative Language Teaching (CLT): Is an approach in learning English that emphasizes interaction
as a means and the ultimate goal of learning. This approach includes several language skills, namely
speaking, reading, listening, and grammar, but the skill that is prioritized and emphasized in this approach is
speaking.
b. Audio-Lingual Method : Is a teaching method that emphasizes teaching foreign languages listening and
speaking before reading and writing. Using dialogue as the main form of presentation language and practice
as the main training technique. In the audio-lingual method, the teacher helps students to be able to respond
to stimuli, so that students can overcome the habit of forming sentences from their mother tongue to
English. The purpose of the audio-lingual method is that students are able to get used to hearing and
speaking English in everyday life.
c. Direct Method : direct method is a method that connects the words referred to by the teacher directly using
the target language without using the translation process in the students' native language. For instance,
when a teacher desires to describe a house, the teacher have to prepare a picture of the house and show the
picture of the house directly to students. Then the teacher describes the picture directly to the students while
showing the picture of the house. Or in other words, a language teacher requires learning media such as
pictures, gestures, or pantomimes to explain a word using a familiar target language for students.
d. Grammar translation method : Grammar translation method is a teaching method commonly used to teach
grammar with the main characteristics of focusing on translation and memorizing verb forms, when
teaching, the teacher usually explains the material using the local language. The main skills that are the
focus of this method are reading and writing. The purpose of the Grammar Translation Method is to
improve students' skills in reading, writing, and translating the mother tongue into the target language.
e. Silent Way : Silent way is a learning method invented by Caleb Gattegno. In this method, the teacher only
provides the information needed by the students and the teacher provokes more students to be able to
explore all of their skills and knowledge. The purpose of the silent way is that students can express their
thoughts, perceptions and feelings through English, so they need to develop their independence, knowledge
and skills.
f. Total Physical Response : The TPR method is one of the methods for teaching language in early childhood
because its application relates to the coordination of commands, speech and motion so that it is easier for a
child to master a language in learning. The technique of Total Physical Response is using commands to
direct behavior, role reversal, and action sequences.
g. Suggestopedia is a learning method that aims to make students feel relaxed and relieve tension in learning.
Students are invited to concentrate through the suggestions given by the teacher. The skills emphasized in
this method are vocabulary mastery and speaking. The techniques that can be used in this method are role
play, classroom set-up, peripheral learning, positive suggestion, choose a new identify, first and second
concert, primary activation, and creative adaptation.
h. Discovery learning : Discovery learning is a process to understand a concept from the material actively and
independently to then obtain a conclusion. In this method, the teacher does not actively explain the material
to the students. The teacher's task is only to provide a number of questions related to the material.
Furthermore, it is the students who must find, investigate, and conclude their findings as capital to answer
questions from the teacher.

4. Mampu menjelaskan cakupan materi pembelajaran bahasa Inggris di sekolah

 SMP SMA
Grad Material Grade Material
e

7  First Semester 10  First Semester

Greetings and leave takings Introducing self or others
Expressing gratitude Greetings
Expressing aplogize Partings/Leave and taking
Grammar : To be Recount text
Grammar : Have and has Expressing happiness
Possessive pronoun Expression of showing care and
Days and months sympathy
Telling time Expressing an invitation
Descriptive text about ourself Making, accepting, and declining an
Family appointment
Profession Procedure text
Article a, an, and the
Simple present tense  Second Semester
Animals Congratulation
Complimenting
Narrative text
 Second Semester
Expressing gratitude
Things at school
Accepting an invitation
Things at home
Descriptive text
Buildings
Expressing of surprise and amazement
WH question
Memo and menu
There is/there are
News item
Adjective
Descriptive text
Preposition time and place
Instruction
Expressing warning
Short song text
8  First Semester 11  First Semester
Asking for repetition Asking and giving opinion
Expressing offers Expressing satisfaction and
Imperative sentence dissatisfaction
Expression of congratulation Report text
Quantifiers Giving advice
Preposition Giving warnings
Narrative text
 Second Semester Fulfilling somenone’s requests
Adverbs of frequency Expressing relief
Present continuous tense Expressing pain
Degrees of comparison Expressing pleasure and displeasure
Simple past tense Analytical exposition
Conjuction
Announcement  Second Semester
Song identification Giving opinion with agreement and
disagreement
Expressing love and sadness
Spoof text
Expressing anger and annoyance
Expressing embarrassment
Hortatory exposition
9  First Semester 12  First Semester
Expression of agree and disagree Making suggestion
Indentification of labels on a product Making request
 type Giving instruction
Procedure text Narrative text
Food and drink Expression of blaming and accusing
Past continuous tense Expression of admitting and denying
Present perfect tense of doing something
Making promise and swearing
 Second Semester Procedure text
Narrative text Expressing curiousity and showing
Passive voice attitudes
Preposition Expressions for discussing possibilities
Descriptive text Analytical exposition
News item text
Advertisement  Second Semester
Lyrics identification Expressions of persuading,
encouraging, and hoping
Expressions of criticising and deterring
Narrative text
Expressing regret
Expressions of giving and asking plans
Expressions of predicting, speculating,
and judging
Conditional sentence
Review text

5. Mampu menjelaskan problematika pembelajaran bahasa Inggris di sekolah

a. Lack of motivation to learn drives one of the main problems of learning English
b. Insufficient time is another problem in teaching English. Class time is often very short; it's once or twice a
week, one or two hours every day for lots of material to teach.

c. Less resources and materials can also be brought in English. Resources and materials here are about
various objects that can be used for models, cards, computers, language laboratories, and so on. d. Too
many students in the English class. The number of students in the usual classroom can be seen 1-15 or
twenty students. In Indonesia, teachers can find more than thirty students in very small classes without tape
recorders, televisions, posters, DVDs, or sometimes without markers and blackboards.

H. Menguasai Evaluasi Pembelajaran Bahasa Inggris

1. Mampu menjelaskan jenis-jenis evaluasi dalam pembelajaran bahasa Inggris
2. Mampu menyebutkan aspek-aspek penilaian listening, reading, speaking, dan writing

3. Mahasiswa mampu menyusun rubrik penilaian listening, reading, speaking, dan writing