14
Aug
11

Language Assessment’s Final Assignment

Final Assignment

Language Assessment

 

Introduction

In foreign language learning, reading is likewise a skill that a teachers simply expect learners to acquire. Basic, beginning level textbook in a foreign language presuppose a student’s reading ability if only because it’s a book that is the medium. Most formal test use the written word as a stimulus for test taker response; even oral interveiw may require reading performance for certain tasks. Reading, arguably the most essential skill for success in all educational context, remains skill of paramount importance as we create asssessment of general language ability.

As one of the most important aspects of learning language, reading comprehension is indispensable to guide students of all ages toward academic success. Reading ability is very difficult to assess accurately. In the communicative competence model, a student’s reading level is the level at which that student is able to use reading to accomplish communication goals. This means that assessment of reading ability needs to be correlated with purposes for reading.

Reading assessment has great power to inform researchers, teachers, administrators, and policy makers. Assessment practices can significantly benefit the learning environment or they can inflict great harm. Reading assessment, therefore, Teachers, especially have a responsibility to understand the usess and the impacts of reading assessmemnt and be mindful of the consequence of assessment.Reading assessment are used for many purposes, but all appropriate use begin from an understanding of the reading construct an awareness of development of reading abilities, and an effort to reflect the construct in assessment tasks.

The assessment of reading ability does not end with the measurement of comprehension. Strategic pathways to full understanding are often important factors to include in assessing learners, especially in the case of most classroom assessments that are formative in nature. An inability to comprehend may thus be traced to a need to enhance a tesk taker’s strategies for achieving ultimate comprehension. For example, an academic technical report may be comprehensible to a student at the sentence level, but if the learner has not exercised certain strategies for nothing the discourse conventions of that genre, misunderstanding may occur.

Reading assessment are meant to provide feedback on the skills, processes and knowledge researcher that represent reading abilities, though it is important to note that different assessment practical way assume different theories of reading development. Assessment in general can be categorized in a number of ways and all assessment frame work serve important purposes. Commonly assessment has been categorized in term of (a) norm inference and criterion reference testing, (b) formative and summative assessment, (c) formal anf informal (or alternative) assessment, and (d) proficiency achievement, placement, and diagnostic assessment.

Reading assessment is organized and described in terms of five basic assessment purposed:

  1. Reading proficiency assessment (standardized testing)
  2. Assessment for classroom learning
  3. Assessment  for learning
  4. Assessment for curricular effectiveness
  5. Assessment for research purposes

Standardized L2 reading assessment

What all standardized reading test have in common is an effort to reflect the construct of reading. Comprehension abilities in one from or another standardized assessment makes a series effort to capture crucial aspects of the component abilities of comprehension. Major component abilities for reading comprehension as follows:

  1. Fluency and reading speed
  2. Automaticity and rapid word recognition
  3. Search processes
  4. Vocabulary knowledge
  5. Morphological knowledge
  6. Syntactic knowledge
  7. Text structure awareness and discourse organization
  8. Main-ideas comprehension
  9. Recall of relevant details
  10. Influences about text information
  11. Strategic processing abilities
  12. Summarization abilities
  13. Synthesis skills
  14. Evaluation and critical reading

Reading comprehension tests are the most common techniques of testing reading skills, as they are designed to reveal what the reader has taken away from various written materials and to gauge their overall reading level. While there are a multitude of assessment methods used today, the below steps should help you get started in providing accurate measures of reading comprehension as suggested by J Charles Anferson as Follows:

Instructions

1.      Before getting started, make sure that you have some idea of the student’s reading level or projected abilities. For example, if a student is in fifth grade, prepare standard fifth grade reading assessment materials.

2.       Have the student read a passage from a book, a poem or an article that is written at her projected reading level. Next, decide which type of assessment will best fit the reading material and the student. This could be a question and answer test asking about what happened in the text or inferential questions about what was implied in the reading material. Other common assessments include exercises where words are left out of the passage, and the pupil must fill in the blanks with fitting words. For younger children, you might try having them read simple instructions such as “Raise your hand” or “Stand up” to test comprehension.

3.      Once the student has finished reading, administer the reading assessment, giving him a set amount of time to finish the test and answer any questions that he may have.

4.      Read over the work after the student has handed it in. You may assess her comprehension by giving scores in four different categories–poor, adequate, good or excellent, depending on how well she was able to summarize the ideas in the text and reflect on what she had read.

Process Of Designing Test Items

Measures of reading comprehension can be individually administered, such as tests given in typical psycho educational evaluations to determine eligibility for special education services, or group administered, such as state-mandated assessments of reading, in which children with learning disabilities typically participate.

Reading comprehension tests can vary along many other important dimensions besides mode of administration, such as the type of text children are expected to read on the test (e.g., narrative, informational, or poetic material); time constraints and pressure for speed; whether or not children can refer back to the text in answering comprehension questions; and response format, or how children are expected to demonstrate comprehension of what they have read.

At the beginning level of reading a second language lies a set of tasks that fundamental and basic: recognition of alphabetic stymbols, capitalized and lowercase letters, punctuation, words, and grapheme-phoneme correspondences. Such as tasks of perception are often referred to as literacy tasks, implying that the learner is in the  early stages of becoming ”literate,”. Some learners are already literate in their own native language, but in other cases the second language may be the first language that they have ever learned to read. This letter context poses cognitive and sometimes age-related issues that need to be considered carefully. Assessment of literacy is not easy assignmnet. Assessment of basic reading skills may be carried out in a number of different ways. And one of them is Multiple choice.

Multiple choice item consists of stem, which presents a problem situation, and several alternatives (options or choice), which provide possible solutions to the problem. The stem may be a question or an inco plete statement. The alternatives include the correct answer and several plauseible wrong answer called distracters. The function of the latter is to distract those students who are uncertain of the answer.

In spite of possessing a number of limitations such as time consuming in its development, ineffective to measure the ability of expressing idea and the influence of reading ability, multiple choice is widely used as it is able to measure simple to complex learning outcome, clear and structured, and the ease in its application. In this case, to maximize the strength of this type, Gronlund outlined some rules inwriting multiple nchoice items, such as:

1.      Design each item to measure an important learning outcome

2.      Present a single clearly formulated problem in the stem of the item

3.      State the stem of the item in simple, clear language

4.      Put as much of wording as possible in the stem of the item

5.      State the stem of the item in positive form, wherever possible

6.      Emphasize negative wording whenever it is used in the stem of an item

7.      Make certain that the intended answer is correct or clearly best

8.      Make all altenatives grammatically consistent with the stem of the item and parellel in form

9.      Avoid verbal clues that might enable student to select the correct answer or to eliminate an incorrect alternative

10.  Make the distracters plaus and attractive the uniformed

11.  Vary the relative length of the correct answer to eliminate length as a clue

12.  Avoid using the alternative “all of the above,” and use “none of the above” with extreme caution.

13.  Vary the position of the correct answer in a random manner

14.  Control the difficulty of the item either by varying the problem on the stem or by changing the alternatives.

15.  Make certain each item is independent of the other items in test

16.  Use an efficient item format

17.  Follow the nornal rules of grammar

18.  Break (or bend) any of these rules if it will improve the effectiveness of the item

 

Test Validity and Reliabilty

Gronlund (1993) states that validity is the most important quality to consider in the preparation and use of achievement tests. First and foremost we want the test scores to provide a representative and relevant measure of the achievement domain under consideration. The second consideration is reliability, which refers to the consistency of our test scores. If we tested individuals at a different time, or with a different sample of eequivalent items, we would like to obtain approximately the same results.

In addition, according to Coombe & Hubley (2009) the term validity refers to “the extent to which a test measures what it says it measures. In other words, test what you teach, how you teach it! However, a reliable test is consistent and dependable. If we give the same test must yield the same result.

Reliability Test

Average                       : 29, 55

Standar Deviation        :   5,12

Corelation of X Y        :   0,25

Reliability                    :   0,40

No

Subject

Odd

Even

Total

1 Abdi Negara

21

24

45

2 Abdullah Fauzi

23

21

44

3 Abdullah Karim

18

12

30

4 Ahmad Bustomi

19

8

27

5 Ahmad Susilo

17

14

31

6 Bambang Setiadi

18

13

31

7 Bayu Setiadi

19

14

33

8 Cika Jerika

19

14

33

9 Dadan Permana

19

12

31

10 Danur Windo

15

9

24

11 Desna Rintiar

14

13

27

12 Erika Suciatna

13

13

26

13 Erina Darmayanti

14

13

27

14 Evi Tamala

16

15

31

15 Fandi Yuda

12

13

25

16 Farid Harja

10

20

30

17 Gagan Listianto

13

19

32

18 Gandung Sukmawan

12

19

31

19 Hani Lestari

18

17

35

20 Henny Puspita

14

15

29

21 Indah Kalalo

13

12

25

22 Indah Zulkarnaen

13

10

23

23 Iwan Sukardi

16

12

28

24 Izuluddin

11

11

22

25 Jaja Suteja

9

13

22

26 Joni Purnomo

13

12

25

27 Jesica Iskandarwati

12

10

22

28 Karim Amir

15

13

28

29 Komalawati

16

15

31

30 Kosnadi

16

17

33

31 Linawati Putri

15

13

28

32 Linda Ayu

13

14

27

33 Lulu Kamal

14

13

27

34 Lusi Rahmawati

14

14

28

35 Mona Ratuliu

17

11

28

36 Noni Zaitun

18

13

31

37 Syarifudin Hasan

15

16

31

38 Titi Luthfiah

12

16

28

39 Yeni Yunita

17

16

33

40 Zulkarnaen Lubis

20

20

40

Discrimination Power

Total Subject                            :  40

Upper Group/Lower Group     :  11

Total of Item Test                    :  50

Number of item

Upper

 Group

Lower

Group

Difference

Indexs of DP (%)

1

10

5

5

45,45

2

9

9

0

0

3

7

11

-4

-36,36

4

11

9

2

18,18

5

14

3

1

9,09

6

10

7

3

27,27

7

9

9

0

0,00

8

8

9

-1

-9,09

9

8

6

2

18,18

10

2

8

-6

-54,55

11

9

7

2

18,18

12

8

3

5

45,45

13

10

2

8

72,73

14

7

5

2

18,18

15

9

4

5

45,45

16

6

2

4

36,36

17

7

2

5

45,45

18

8

6

2

18,18

19

9

5

4

36,36

20

5

3

2

18,18

21

8

6

2

18,18

22

3

3

0

0,00

23

7

5

2

18,18

24

7

4

3

27,27

25

9

6

3

27,27

26

7

1

6

54,55

27

11

11

0

0,00

28

6

4

2

18,18

29

8

4

4

36,36

30

7

5

2

18,18

31

8

3

5

45,45

32

8

5

3

27,27

33

7

3

4

36,36

34

7

3

4

36,36

35

2

2

0

0,00

36

6

0

6

54,55

37

9

11

-2

-18,18

38

11

11

0

0,00

39

6

0

6

54,55

40

8

6

2

18,18

41

8

5

3

27,27

42

10

2

8

72,73

43

11

8

3

27,27

44

11

8

3

27,27

45

8

9

-1

18,18

46

9

6

3

27,27

47

8

6

2

18,18

48

9

6

3

27,27

49

9

5

4

36,36

50

6

5

1

9,09

Level of Difficulty

Total Subject                            :  40

Total of Item Test                    :  50

No

Number of

item

Total of Correct Answer

Level of Diffculty (%)

Interpretation

1

1

27

67,50

Average

2

2

32

80,00

Easy

3

3

30

75,00

Easy

4

4

36

90,00

Very Easy

5

5

12

30,00

Difficult

6

6

27

67,50

Easy

7

7

31

77,50

Easy

8

8

29

72,50

Average

9

9

28

70,00

Average

10

10

20

50,00

Average

11

11

28

70,00

Average

12

12

20

50,00

Average

13

13

25

62,50

Average

14

14

26

65,00

Average

15

15

27

67,50

Average

16

16

16

40,00

Average

17

17

19

47,50

Average

18

18

24

60,00

Average

19

19

29

72,50

Easy

20

20

17

42,50

Average

21

21

24

60,00

Average

22

22

14

35,00

Average

23

23

25

62,50

Average

24

24

18

45,00

Average

25

25

24

60,00

Average

26

26

16

40,00

Average

27

27

37

92,50

Very Easy

28

28

14

35,00

Average

29

29

24

60,00

Average

30

30

21

52,50

Average

31

31

16

40,00

Average

32

32

20

50,00

Average

33

33

18

45,00

Average

34

34

19

47,50

Average

35

35

8

20,00

Difficult

36

36

11

27,50

Difficult

37

37

36

90,00

Very Easy

38

38

40

100,00

Very Easy

39

39

10

25,00

Difficult

40

40

23

57,50

Average

41

41

24

60,00

Average

42

42

21

52,50

Average

43

43

33

82,50

Easy

44

44

29

72,50

Easy

45

45

30

75,00

Easy

46

46

28

70,00

Average

47

47

21

52,50

Average

48

48

22

55,00

Average

49

49

27

67,50

Average

50

50

26

65,00

Average

Recapitulation of  Test Items Analysis

Average                                   : 29,55

Standard of Deviation              : 5,12

Correlation of X Y                   : 0,25

Reliability of Test                    : 0,40

Total Subject                            :  40

Total of Item Test                    :  50

No

Number of

item

Indexs of DP (%)

Interpretation

Correlation

Significance of Correlation

1

1

45,45

Average

0,360

Very Significant

2

2

0

Easy

-0,057

3

3

-36,36

Easy

-0,234

4

4

18,18

Very Easy

0,135

5

5

9,09

Difficult

0,069

6

6

27,27

Easy

0,223

7

7

0,00

Easy

0,023

8

8

-9,09

Average

-0,055

9

9

18,18

Average

0,265

10

10

-54,55

Average

-0,128

11

11

18,18

Average

0,201

12

12

45,45

Average

0,178

13

13

72,73

Average

0,441

Very Significant

14

14

18,18

Average

0,100

15

15

45,45

Average

0,308

Significant

16

16

36,36

Average

0,476

Very Significant

17

17

45,45

Average

0,421

Very Significant

18

18

18,18

Average

0,180

19

19

36,36

Easy

0,167

20

20

18,18

Average

0,306

Significant

21

21

18,18

Average

0,109

22

22

0,00

Average

0,304

Significant

       23

23

18,18

Average

0,186

24

24

27,27

Average

0,309

Significant

25

25

27,27

Average

0,190

26

26

54,55

Average

0,405

Very Significant

27

27

0,00

Very Easy

-0,025

28

28

18,18

Average

0,293

Significant

29

29

36,36

Average

0,280

Significant

30

30

18,18

Average

0,212

31

31

45,45

Average

0,254

32

32

27,27

Average

0,128

33

33

36,36

Average

0,368

Very Significant

34

34

36,36

Average

0,431

Very Significant

35

35

0,00

Difficult

0,193

36

36

54,55

Difficult

0,564

Very Significant

37

37

-18,18

Very Easy

-0,112

38

38

0,00

Very Easy

NAN

NAN

39

39

54,55

Difficult

0,588

Very Significant

40

40

18,18

Average

0,183

41

41

27,27

Average

0,361

Very Significant

42

42

72,73

Average

0,470

Very Significant

43

43

27,27

Easy

0,271

44

44

27,27

Easy

0,222

45

45

18,18

Easy

-0,120

46

46

27,27

Average

0,254

47

47

18,18

Average

0,113

48

48

27,27

Average

0,297

Significant

49

49

36,36

Average

0,318

Significant

50

50

9,09

Average

0,173

Quality of Distracter

Total Subject    : 40

Total test Items            : 50

Number test

items

Multiple Choice Option

A

B

C

D

1

8–

3+

2-

27**

2

5– 32** 2+ 1-

3

5+ 1- 4++ 30**

4

2+ 2+ 36** 0–

5

4- 12** 21— 3-

6

27** 4++ 6+ 3+

7

5- 2+ 2+ 31**

8

6- 3++ 2+ 29**

9

4++ 5++ 28** 3+

10

20** 10++ 12– 2-

11

8– 3+ 25++ 1–

12

5+ 20** 8- 3-

13

7+ 4++ 27** 4++

14

5++ 26** 13- 1–

15

7- 5++ 19** 1–

16

5+ 16** 5++ 6+

17

8++ 8++ 4++ 5+

18

5++ 24** 17** 6++

19

4++ 29** 24** 3++

20

7++ 3- 7++ 13-

21

11—

4+ 6++ 1–

22

9++ 14** 4+ 10++

23

6++ 3+ 24** 25**

24

12- 18** 9++ 6++

25

8+ 5++ 0– 3+

26

9++ 6+ 11+ 16**

27

37** 2– 6+ 1++

28

9++ 14** 24** 6+

29

9-

1– 8+ 24**

30

7++

4+ 16** 8+

31

5+ 6+ 6++ 16**

32

9+ 5+ 20** 6++

33

6++ 6++ 10+ 18**

34

7++ 6++ 19** 8++

35

21– 8+ 8** 3-

36

9++ 11** 8++ 12++

37

36** 2+ 1+ 1+

38

40** 0 0 0

39

9++ 8++ 13+ 10**

40

23** 8+ 6++ 3+

41

3+ 4+ 24** 3++

42

10- 4+ 5++ 3++

43

33** 2++ 2++ 5++

44

29** 5+ 3++ 21**

45

30** 2+ 5+ 5++

46

28** 3+ 4++ 7-

47

8+ 7++ 4+ 26**

48

9+ 22** 4+ 3++

49

5++ 27** 1– 5++

50

6+ 4++ 4++ 25**

Note:

**        : Correct Answer

++        : Very Good

+          : Good

–           : Fair

—          : Poor

—        : Very poor

Reading Test For Eight Grade of Junior High School Students

Read the text and answer questions number 1 to 3

Citra Tour

Let’s Visit Beautiful Bali

  • Enjoy Bali’s beautiful beaches!
  • Visit the art city of Ubud!
  • Stay in Asia finest hotels!
  • Buy beautiful sounvenir!
  • See Mount Agung and much more!

We’ve got all! Come and see the art shops, the temples and the exotic dances.

Come an try your restaurants.

  1. The advertisement promotes people to…
    1. Invest in Bali
    2. Develop Bali
    3. Plant trees in Bali
    4. Go to Bali
  2. Which of the following is Not True according to the text?
    1. Ubud is a city in Bali
    2. Citra tour provides the equipment for climbing Mount Agung
    3. There are many beautiful beaches in Bali
    4. In Bali, visitors can stay in the Asia’s finest hotels.
  3. “…and the exotic dances.”

The underlined word can be best replaced by…

  1. Colossal
  2. Devastating
  3. Express
  4. Extraordinary

Read yhe text and answer questions number 4 to 8

Announcement

To all first grade students, please join one of these extracurricular activities:

ü Futsal

Every Monday and Tuesday: 16.00-17.30 at Milanisti Futsal center.

Couselor: Mr. Arif

ü Music

Every Wednesday and Thursday: 15.30-17.00 at School Conventional Hall.

Counselor: Mr. Budi

ü Karate

Every Friday and Saturday: 14.30-17.30 at School Gymnasium.

Counselor: Mr. Ridwan

Please see your counselor for registration and detail information.

Principal

Mr. Rendra

  1. How many activities are there?
    1. One
    2. Two
    3. Three
    4. Four
  2. What time does the futsal extracurricular star and finish?
    1. 16.00-17.00
    2. 16.00-17.30
    3. 16.30-17.00
    4. 16.30-17.30
  3. Where do students practice futsal extracurricular?
    1. Milanisti Futsal Center
    2. Bung Karno Stadium
    3. School Convention Hall
    4. School Gymnasium
  4. When do students practice karate?
    1. Sunday and Monday
    2. Tuesday and Wednesday
    3. Thursday and Friday
    4. Friday and saturday
  5. Who is the school principal?
    1. Mr. Arif
    2. Mr. Budi
    3. Mr. Ridwan
    4. Mr. Rendra

Read the text and answer questions number 9 to 10.

Dear TatiI’m so sorry i have to tell you that I can’t come to Haryana’s house to do our project this afternoon. I must accompany my sister go to my uncle’s house.

Sincerly

Ida

  1. What is Ida’s purpose to write such kind of message?
    1. To ask Tati come to Haryana’s house
    2. To tell Haryana that her sister is sick
    3. To inform that she can’t come to Haryana’s house
    4. To persuade tati to do the homework by herself
  2. Why does Ida can’t come to Haryana’s house?
    1. Because she must accompany her sister
    2. Because her uncle is hospitalized
    3. Because Haryana’s house is too far
    4. Because Tati is busy

Read the text and answer the questions number 11 to 13

To: ApipJust to inform you that the class meeting at August, 25 2011 will be delayed to October, 15 2011 because the school committee will hold meeting.

Ahmad Luthfi

  1. From the text we know that…
    1. The sender can’t attend the classmeeting
    2. The school committee will attend the classmeeting
    3. The classmeeting will be canceled by school committee
    4. The class meeting will be held on October, 15  2011
  2. “…the class meeting at August, 25 2011 will be delayed …”

The underline word has similiar meaning with…

  1. Removed
  2. Postponed
  3. Canceled
  4. Repeated
  5. Why does the class meeting will be delayed?
    1. Because the school is free
    2. Because Ahmad Luthfi can not attend the classmeeting
    3. Because the school committte will hold a meeting
    4. Because the principal will go to Bandung

Read the text and answer questions numbers 14 and 15

Last month, Ari and his family went to Ancol, Jakarta. They went to ancol to see The Sea World and swim in Gelanggang Samudera.They  went at 09.00 a.m from their house by car. On the way, they bought mineral water, soft drink, and snacks at Supermarket. In Ancol,first they went to the Sea World. There were many kinds of fishes they saw. They were sometimes afraid of seeing very big fishes.

Furthermore, they swam in Gelanggang Samudra. They were very happy swimming while making jokes. At 4 o’clock, they went home.

  1. Where did Ari go last week?
    1. Dufan
    2. Ancol
    3. Nasional Museum
    4. Mall
    5. What places did they visit in Ancol?
      1. Istana Boneka and Sea World
      2. Gelanggang samudera and Istana Boneka
      3. Sea World and Gelanggang Samudera
      4. Ancol and Nasional Museum

Read the text and answer questions number 16 to 20

The Holiday had come. At first, i had no idea how to spend my free time. I had no plan because i knew my parents were very busy. My father was finishing his project, while my mother had to take care of my little sister. She was just five months.Luckily, one of my friend, Zaky didn’t have any plan either. So, he came to my house nearly everyday during the holiday. We did a lot of things.

On the first day, we around the city by motorcycle. We stopped by at some small market in city and enjoyed window shopping.

The next day, I taught Zaky how to play Volleyball. It took three days for him to be able to do service well.

We spent the last two days by visiting museum in our city: Ronggo Warsito and Mandala Bakti museum. We learned a lot of from the things displayed in the museum.

  1. Why didn’t  the writer have plans to spend his free time?
    1. Because he was very busy
    2. Because his parents were very busy
    3. Because he didn’t know that holiday had come
    4. Because he wanted to spend the holiday at home
  2. How did the writer feel when he knew Zaky didn’t have any plans either?
    1. Sad
    2. Sorry
    3. Happy
    4. Guilty
  3. Which is True according to the text?
    1. The writer went around the city by biycle
    2. Zaky learned how to play volleyball from the writer
    3. The writer and Zaky visited three museum during holiday
    4. The things displayed at the museum were boring
  4. How long the holiday last?
    1. Four days
    2. Five days
    3. Six days
    4. Seven days
  5. How many days did Zaky spend to practice service?
    1. One day
    2. Two days
    3. Three days
    4. Four days

Read the text and answer questions numbers 21 to 23

The largest meat-eating animal in the world is the brown bear that live in Alaska, America. Brownie will keep away from people, but when it is angry, the brown bear can outfight a tiger, so don’t  every try to wound the mother or the cubA grown brownie may be up to 10 feet tall. It weight about 800 Kg. When it born. The paw is very sharp so that it can kill if it hurts us.
  1.  The child of the bear is called…
    1. A cub
    2. A paw
    3. A brownie
    4. A brown bear
  2. The paw is very sharp so that it can kill if it hurts us”

The antonym of the underlined word is…

  1. Pointed
  2. Blunt
  3. Spiky
  4. Clear
  5. Where do bear live?
    1. Milan
    2. New York
    3. Paris
    4. Alaska

Read the text and answer questions number 24 to 26

To     : 8th grade studentsFrom : Mrs. Linda

Don’t forget to bring the musical instrument on Saturday, August 23 2011 because we will practice singing for our performance on Banten TV.

Thank you

  1. Who is Mrs.Linda probably?
    1. The actress
    2. The teacher
    3. The student
    4. The doctor
  2. The announcement is for…
    1. The teachers
    2. 7th grade students
    3. 8th grade students
    4. 9th grade students
  3. What will the students bring?
    1. Math book
    2. Ruler
    3. Ball
    4. Guitar

Read the text and answer questions number 27 to 28

August 13, 2011Dear Mrs. Puji

I’m sorry I can’t come to school because I’m sick, I don’t fell well and get high fever.  Hopefully, I attend your class tomorrow.

Yours

Rika

  1. Who is Rika?
    1. The student
    2. The doctor
    3. The parent
    4. The babysitter
    5. Why does Rika can’t go to school?
      1. He has a family problem
      2. He is sick
      3. He has to join the competition
      4. He will paly football

Read the text and answer questions 29 to 32

A Mouse Deer and Mr. Farmer

One day, Mouse deer went to the edge of the forest. It looked out at row after row of vegetables. “Mmm, said Mouse deer, “Juicy cucumbers! Yummy Yams” it started into the garden. Mouse deer loved to eat the fruit and roots and shoots in the forest. But it loved something else even more. It loved snaps! “oh”.

It leg was caught in a snare! Mouse deer pulled and pulled. But it could not get away, “oh, no! It said “Mr Farmer will have me for dinner!”.  will have me for dinner!”. Then it saw Mr. Farmer coming. Mouse deer thought fast. It laid on the ground  made its body stiff. Mouse deer laughed. Mr. Farmer is smart but Mouse deer is smarter, “Well, well, well said Mr. Farmer “look what I caught. A mouse deer but it looks dead.”

Mr. Farmer pushed it with his foot. Mouse deer didn’t move. “May be it been dead long time.” Said Mr.  Its Farmer.”Too bad! I guess we can’t eat its.” He pulled mouse deer out of the snare. Then it tossed Mouse deer into the forest. Mouse deer landed with a soft plop. The jumped up and ran behind him. It heard Mr. Farmer yelled, “Hey you trick me!”

  1. Which one is the characteristic of mouse deer?
    1. Kind
    2. Brave
    3. Careless
    4. Smart
  2. “Mouse deer loved to eat the fruit and roots and shoots in the forest.” (paragraph one). What is the synonym underline word?
    1. Garden
    2. Lake
    3. Jungle
    4. Mountain
  3. What did the mouse deer do after he saw Mr. Farmer?
    1. It ran fast into the forest
    2. It moved slowly to the forest
    3. It hid behind the trees
    4. It laid on the ground and made its body stiff
  4. behind him. It heard Mr. Farmer yelled, “Hey you trick me!”(Last sentence).

What does the word you refer to?

  1. Forest
  2. Mr. Farmer
  3. Mouse deer
  4. Mr. Farmer and Mouse deer

Read the text and answer questions 33 to 36

Student Organisation

SMP Negeri 19 Kota Serang

Jl. Walantaka Desa Silebu Searang 42183

Phone (0254) 7036618

Dear all member of OSIS

We invite you to attend our monthly meeting that will be held:

  • On Saturday, August 23 2011
  • At 01.30 P.M
  • In the OSIS meeting room

Agenda : Final preparation for Go Green School program 2011.

Please come on time.

Thank you

Chairperson

Maulana

  1. What is the purpose of the text above?
    1. To remind somebody
    2. To ask someone clarification
    3. To Inform people
    4. To invite someone
  2. What is agenda of meeting? It’s about final preparation of…
    1. Wall Magazine competition
    2. Speech contest
    3. Go Green School
    4. Book Fair
  3. What is Maulana?
    1. Student
    2. OSIS member
    3. Chairperson
    4. Secretary
  4. When will the meeting be held?
    1. In the morning
    2. In the afternoon
    3. In the midnignt
    4. In the evening

Read the text and answer questions 37 to 40

Date    : August 12 2011To       : Bahrudin

The day will be more beautiful and meaningful if you come to my 15th birthday party.

It will be held on August 20 2011 at  08.00 P.M in Saung Teh Rohayati’s Restaurant, Serang.

I’m really looking forward to see yo there.

Best Regard

Haerudin

  1. What does the text tell us about?
    1. Haerudin invites Bahrudin to come to his birtday party
    2. Bahrudin is going to celebrate his birthday party
    3. Haerudin is going to have dinner at Saung Teh Rohayati restaurant
    4. Bahrudin  is going to have dinner at Saung Teh Rohayati restaurant
  2. When was Haerudin born?
    1. 1995
    2. 1996
    3. 1997
    4. 1998
  3. When will Haerudin hold the party?
    1. In the morning
    2. In the afternoon
    3. In the midnignt
    4. In the evening
  4. Where the party will be celebreated?
    1. Saung Teh Rohayati Restaurant
    2. Haerudin’s house
    3. Bahrudin’s house
    4. Mall of Serang

Read the text and answer questions 41 to 44

Last week i was sick and i went to see a doctor. I waited for the doctor to finish his examination. He was a heary specialist. He was an excellent doctor an his examinations were accurate. He listened to my heartbeat and checked my blood pressure and temperature. He also looked at my eyes and throat. He examinedme accurately.When he complete his examination he said that heart trouble was not a minor illness. He advised me to lose some weight get plenty of sleep and eat nutritious meals. After giving me advice he wrote a prescription.

I felt better after I spoke to the doctor. Then, I went home and my parents went to the drugstore to buy nedicine. It was my first time I saw a specialist.

  1. What kind of text is above?
    1. Procedure text
    2. Narrative text
    3. Recount text
    4. Descriptive text
  2. Which of the following is not doctor’s advice?
    1. Eat nutritious meal
    2. Decrease some weight
    3. A lot of sleep
    4. Increase some weight
  3. He advisedme to lose some weight get plenty of sleep and eat nutritious meals.The underlined word has the same meaning with…
    1. Forbid
    2. Refuse
    3. Reject
    4. Suggest
  4. What is the main idea of paragraph three?
    1. The writer felt better after spoke to the doctor
    2. The doctor was a heart specialist
    3. The doctor advised the writer to lose some weight
    4. The writer thanks the doctor for his best treatment

Read the text and answer questions 45 to 47

For 7th and 8th grade students We invite you to participate on

 

“English Speech Contest”

Date    : August 12 2011

Venue : School Auditorium

Time   : 07.00 A.M to 12.30 P.M

Theme:

  1. Clean and Healthy School
  2. E-Learning
  3. Global Warming
  • Participant are prohibited to read the draft
  • Each class may have two representatives

Juries : The english teacher of Kota Serang

Mr. Ari, Mr. Dani, and Mr. Syarif

  1. Where the English Speech Contest will be held?
    1. At school audiotorium
    2. At OSIS meeting room
    3. At Canteen
    4. At Student Sport Center
  2. What is Mr. Ari?
    1. A jury
    2. A participant
    3. A student
    4. A headmaster
  3. Based on the text above we know that…
    1. The participant may have the draft to read
    2. The text is written by the english teacher
    3. The speech contest is for all students
    4. All juries are English teacher

Read the text and answer questions 48 to 50

Dear Ira, I hope you are present on celebration of my graduation. Don’t forget to ask Putri and Syifa to go with you. The party will be held on Saturday, August 13 2011 in Chick n’ fun Serang.No meaning without your coming.

Love

Rani

  1. Who is the sender of letter?
    1. Ira
    2. Rani
    3. Putri
    4. Syifa
  2. Don’t forget to ask Putri and Syifa to go with you.The word ‘you’ refer to….
    1. Ira
    2. Rani
    3. Putri
    4. Syifa
  3. What does the meaning of italic sentence (No meaning without your coming)….
    1. The meaning is coming
    2. The sender has no meaning
    3. The receiver has come by menaing
    4. The sender want her friends come to the party

Student’s Correct Answer

No

Subject

Item

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

Sum Up

1

Abdi Negara

1

1

1

1

0

1

1

1

1

1

1

1

1

0

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

0

1

1

1

0

1

1

1

1

1

1

1

1

1

0

1

1

1

1

1

45

2

Abdullah Fauzi

1

0

1

1

1

1

1

1

1

1

1

0

1

1

1

1

1

0

0

1

1

1

1

0

0

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

44

3

Abdullah Karim

1

1

1

1

0

0

1

0

1

0

1

1

0

1

1

0

0

0

1

1

1

0

1

0

1

1

1

0

1

1

1

0

1

0

0

1

1

1

0

0

0

0

1

1

1

1

0

0

1

1

30

4

Ahmad Bustomi

0

1

1

1

1

0

1

0

1

0

1

1

1

1

1

0

0

0

1

1

1

0

1

0

1

0

1

0

1

1

1

0

1

0

0

0

1

1

0

0

0

0

1

0

1

0

0

0

1

1

27

5

Ahmad Susilo

1

1

1

1

0

1

1

1

0

0

1

1

1

1

1

0

0

0

1

0

1

0

1

0

1

1

1

0

1

1

1

1

0

0

0

0

1

1

0

0

0

1

1

1

0

1

1

0

1

1

31

6

Bambang Setiadi

1

1

0

1

1

1

1

1

0

0

1

1

1

0

1

0

0

1

1

0

1

0

1

0

1

0

1

1

1

0

1

1

0

0

0

0

1

1

0

1

1

1

1

1

1

0

0

1

1

0

31

7

Bayu Setiadi

1

1

0

1

1

1

1

1

0

0

1

1

1

0

1

0

1

1

1

0

1

0

0

1

1

1

1

0

1

1

1

1

1

0

0

0

1

1

0

1

1

1

1

1

0

0

1

0

1

0

33

8

Cika Jerika

1

0

0

1

1

0

1

1

1

0

1

1

0

0

1

0

1

1

1

0

1

0

1

1

1

1

1

1

0

1

0

0

1

1

0

0

1

1

0

0

1

1

1

1

1

1

1

1

1

0

33

9

Dadan Permana

1

0

0

1

1

0

1

1

1

0

1

1

0

1

1

0

1

1

1

0

1

1

1

1

1

1

1

0

0

0

0

0

1

1

0

0

1

1

1

0

1

1

1

0

1

0

0

0

1

1

31

10

Danur Windo

1

0

1

1

1

0

1

1

1

1

1

1

0

1

0

0

1

1

1

0

0

1

0

0

1

0

1

0

0

0

0

0

1

1

0

0

1

1

0

0

1

0

1

0

0

0

0

0

1

0

24

11

Desna Rintiar

0

1

1

1

1

0

1

0

0

1

1

1

1

1

0

0

1

1

1

0

1

0

0

0

0

0

1

0

0

0

0

1

1

1

0

0

0

1

1

1

1

0

0

1

1

1

0

0

1

1

27

12

Erika Suciatna

0

1

1

1

1

1

1

0

0

1

1

0

0

1

0

0

1

1

1

1

1

0

0

0

0

0

1

0

0

0

0

1

0

0

0

0

1

1

0

0

1

0

1

1

1

1

1

1

0

1

26

13

Erina Darmayanti

0

1

0

1

1

0

1

0

0

1

1

0

1

1

1

1

1

1

1

1

1

0

0

0

0

1

1

0

0

0

1

1

0

0

0

0

1

1

0

0

1

1

1

1

1

1

1

1

0

1

27

14

Evi Tamala

0

1

0

1

1

0

0

1

1

1

1

0

0

0

1

1

1

1

1

0

0

1

1

1

1

0

1

1

1

0

1

0

0

0

1

1

1

1

0

0

1

1

0

0

0

1

1

1

1

1

31

15

Fandi Yuda

0

1

1

1

0

1

1

0

0

1

0

0

0

1

0

0

0

1

0

0

0

0

1

1

0

1

1

0

1

1

1

0

1

1

1

1

1

1

1

1

1

0

0

1

1

1

0

0

1

0

25

16

Farid Harja

1

0

0

0

0

1

0

1

1

1

0

1

1

0

0

1

0

0

0

1

0

1

1

1

0

0

1

0

0

1

0

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

0

0

1

1

30

17

Gagan Listianto

1

0

0

1

0

0

0

1

1

1

1

0

0

0

1

1

1

1

0

0

1

1

0

0

1

1

1

1

1

1

1

1

1

1

1

0

1

0

1

1

1

1

1

0

0

0

0

1

1

1

32

18

Gandung Sukmawan

1

0

1

1

0

1

1

1

0

1

1

1

1

1

1

0

1

0

0

0

1

1

1

1

1

1

0

0

0

1

0

1

1

1

1

1

1

0

0

0

1

0

1

0

1

1

1

1

1

1

31

19

Hani Lestari

0

1

1

1

1

1

0

0

1

1

1

1

1

0

1

0

0

0

0

0

1

1

1

1

1

1

1

1

0

0

1

0

1

0

0

0

1

1

1

0

0

1

0

1

1

1

1

1

1

1

35

20

Henny Puspita

1

1

0

1

0

1

0

1

1

1

0

1

0

1

1

1

1

1

1

0

1

0

1

1

1

1

0

1

0

0

0

1

1

1

0

1

1

1

0

0

0

0

1

1

1

1

1

0

0

0

29

21

Indah Kalalo

0

0

1

0

1

0

1

0

1

0

1

0

1

0

0

1

1

1

1

1

1

1

1

1

0

1

0

0

0

0

1

0

1

1

1

1

1

1

1

1

0

1

0

0

0

1

0

1

1

1

25

22

Indah Zulkarnaen

1

1

1

1

1

1

1

1

1

1

0

1

0

1

0

1

0

0

1

0

0

1

0

0

1

0

1

1

1

1

1

1

1

1

1

0

0

0

0

1

1

0

0

0

0

1

0

1

1

1

23

23

Iwan Sukardi

0

1

1

0

1

0

1

1

0

1

1

0

1

1

1

0

0

1

1

1

1

1

1

1

1

1

1

1

1

0

0

0

1

1

1

1

1

1

1

1

1

1

1

1

0

0

0

1

0

1

28

24

Izuluddin

1

1

1

1

1

1

0

0

0

0

0

1

1

1

1

1

1

0

1

0

1

0

1

0

0

0

1

1

1

0

1

1

0

1

1

0

1

1

0

1

0

1

0

1

0

1

0

0

1

1

22

25

Jaja Suteja

0

1

0

1

1

0

1

0

1

0

0

0

0

1

1

0

1

1

0

1

0

0

1

1

1

1

1

1

1

1

1

1

1

1

0

0

0

0

1

1

1

1

1

1

1

1

1

0

1

0

20

26

Joni Purnomo

1

1

1

0

1

1

0

1

1

0

1

0

0

0

0

1

1

0

0

1

1

1

1

1

1

0

1

1

0

1

1

1

1

1

1

0

1

0

1

1

1

1

1

1

1

0

1

1

0

1

25

27

Jesica Iskandarwati

0

1

1

0

1

0

1

1

1

1

1

1

0

1

0

1

1

1

1

1

1

1

1

0

0

1

0

0

0

0

1

1

1

1

1

1

1

1

1

1

1

1

0

1

0

0

1

1

0

1

22

28

Karim Amir

1

1

1

1

1

0

0

1

1

0

1

1

1

1

1

1

1

1

0

0

0

1

1

0

1

0

1

0

1

1

0

0

1

1

0

1

0

1

0

1

0

1

1

1

1

1

0

1

0

0

28

29

Komalawati

1

1

1

1

1

1

1

1

1

1

1

1

1

0

1

0

1

1

0

1

0

1

1

0

1

0

1

1

0

1

1

1

1

1

1

1

0

1

0

0

1

1

1

1

1

0

1

0

1

1

31

30

Kosnadi

1

1

1

1

1

1

1

1

1

1

1

1

0

1

1

0

1

1

1

0

1

1

0

1

1

0

1

1

1

1

1

0

1

0

0

1

0

1

1

0

1

1

0

1

1

1

1

1

1

1

33

31

Linawati

1

1

1

1

1

1

1

0

1

0

1

0

1

0

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

0

1

1

0

1

0

1

1

0

1

1

0

0

1

1

1

1

1

1

28

32

Linda Ayu

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

0

0

0

0

1

1

1

1

1

1

1

0

0

0

0

1

1

1

1

1

1

1

0

1

0

0

0

1

0

1

1

1

1

27

33

Lulu Kamal

0

0

0

1

1

1

1

1

1

1

1

0

1

0

0

1

1

1

1

1

1

1

1

0

1

0

1

1

1

1

0

1

0

1

1

1

0

1

1

1

1

1

1

1

1

1

0

1

0

1

27

34

Lusi Rahmawati

0

1

0

1

0

1

1

1

1

1

1

0

1

0

0

0

1

0

1

1

1

1

1

1

1

1

1

1

1

1

0

0

0

0

0

0

0

1

0

1

1

1

1

1

1

1

0

1

0

1

28

35

Mona Ratuliu

1

0

1

1

1

1

1

0

0

1

1

1

1

1

1

1

1

0

1

0

1

0

1

1

1

1

1

0

1

0

1

1

1

1

1

1

1

1

1

1

1

1

0

1

0

0

1

0

0

0

28

36

Noni Zaitun

1

0

1

0

0

1

1

1

0

0

1

0

1

0

1

0

1

0

1

1

1

1

1

1

1

1

1

0

1

0

1

1

1

1

0

1

0

1

1

1

1

1

1

1

1

0

0

0

1

0

31

37

Yeni Yunita

0

0

1

1

1

1

1

1

1

1

1

1

0

1

0

1

1

1

1

1

1

1

0

1

0

1

1

1

1

1

1

1

0

1

0

1

0

1

1

1

1

1

0

1

0

1

0

1

1

1

31

38

Titi Luthfiah

0

1

1

1

1

1

1

1

1

1

1

0

0

0

0

0

0

0

1

1

1

1

1

1

1

0

0

1

0

0

1

0

1

1

1

1

1

1

1

1

1

0

0

0

1

0

0

1

1

1

28

39

Yeni Yunita

1

1

1

1

1

1

1

1

1

1

0

1

1

0

1

1

1

1

0

1

1

0

1

0

1

1

1

1

1

0

1

0

1

1

0

1

1

1

1

1

1

1

0

1

0

1

1

1

0

1

33

40

Zulkarnaen Lubis

1

1

1

1

1

1

1

1

1

1

0

1

1

1

0

1

1

0

1

1

0

1

1

0

1

1

1

0

1

1

1

1

1

1

1

1

1

1

1

0

1

0

0

1

0

1

1

1

1

1

40


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