1. Indra Raharto
SD RSBI Tlogowaru, Malang, East Java
Task 01
Reflection from Language Assessment
As an English as a Foreign Language Teacher at primary level, I have conducted several types of
assessments with the objective of recording any progress upon my students learning. However, as I believe
that English is a specific subject so in term of assessing my students; I prefer to conduct performance-based
assessment as it enables me to capture a better picture upon my students’ achievement.
Task 02
A good test should include the following elements:
1. Questions should come from the materials taught
2. The comparison or percentage of easy, moderate, and difficult questions should ideally be 15 %, 70%,
and 15%. Or as long as it is able to maintain 100% equilibrium with the emphasis on the moderate
part.
3. Appropriate-wording related to students’ linguistic ability
4. Appropriate timing to avoid discouragement among students
5. Appropriate grading system
6. Cost-effective and user-friendly
Task 03
Match the clues in Column A with the words in Column B
Column A Column B

2. 1. This person helps sick people.
2. This person flies a plane.
3. This person repairs cars.
4. This person cooks meals in
restaurants.
5. This person makes people’s clothes.
A. Tailor
B. Pilot
C. Mechanic
D. Cook/Chef
E. Doctor
F. Stewardess
G. Judge
Task 04
1, tree three
2. seek sick
3. three tree
4. chicks cheeks
5. thirty thirsty
6. eels ills
7. ship sheep
8. tick thick
9. live leave
10. seep sip
There are ______ children playing hide and _____ in the schoolyard. They use the big apple
____as the home base. The day is sunny and hot making their _____turn red. Soon, they become
____and hungry. So, they sit under the apple tree to rest. Later, they go to the nearby paddy field
to catch _____ for lunch. Next, they chase some _____ on a nearby farm before they leave for
home. They see _____ black clouds in the sky so they run all the way home. Luckily, they do not
_____very far from the school. So, when the rains start to fall, they already _____ some hot tea.

3. Task 05
Theme : Describing People
Language function:
What does he/she look like?
He/She has short/long/medium-length wavy/curly/straight/spiky hair.
He has a moustache, a goatee, a beard, sideburn, a scar, a cleft chin, a pointed nose
She has dimples, a mole/ a beauty spot/wears earrings/glasses
Teaching aids:
Flashcards (pictures of various facial features e.g. moustache, dimples, goatee, beard etc and
pictures of people with various physical appearance or features), worksheet with twelve blank
faces
1. The teacher pre-teaches the class by showing the first group of flashcards on facial
features.
2. It is highly-recommended to check the vocabulary comprehension by doing a board-race
game.
3. After the class becomes familiar with the vocabulary, elicit sentences such as. “He has
short, straight black hair and a beard” or “She has long wavy black hair with dimples.”
4. Use the second group of flashcards to conduct drilling, standardizing and peer correction
while introducing the question, “What does he/she look like?”
5. Next, elicit again the following sentences from the class.;
“Ahmad has long-straight black hair with a moustache.”
“Renee has medium-length wavy black hair with a pointed nose.”
“Bonar has short curly black hair with a beard.”
“Wati has short spiky pink hair with dimples.”
“Joko is bald with a mole and a moustache.”
6. Write the above sentences on the board including the question and tell the class to copy
them.
7. When they are done copying, distribute the worksheet to everyone in the class and tell
them that they need to draw facial features on the first six faces (as there are twelve blank
faces) and give names to each picture. Emphasize that the class will only need to work on
the first six pictures as they might think they have to draw all of the faces.
8. Put the class into pairs and tell them that they need to work in turns to ask, answer
questions and draw the blank faces.
Example :
A : Number 1, what is the name?
B : Sheila
A writes the name below a blank face and ask the following question,
A : What does she look like?
B : She has long wavy hair with a beauty spot on his left cheek.
A listens carefully and draw on the blank face

4. 9. They continue this activity until they have done with the all of six faces.
Rochmani Dwiastuty
SDN 12 Pagi RSBI Rawamangun, Jakarta
The Reflection from Language Assessment
Task 01
The role of a teacher relating to the test can be considered as a doctor, a
politician, and also a manager. Being a doctor when it comes to diagnostic test
for getting the ideas in finding difficulties the students might have. A teacher is a
politician in term of setting the contract for himself and students about how and
when the test should be conducted. A manager, when it comes to provide a good
condition and environment as the test proceed. A test contains of questions as
information of how well the students absorbing the material taught.
Task 02
A good test in a matter of questioning, is asking what is supposed to be asked.
By all procedures in measuring the competence, it needs involving the order of
thinking. A test should measure the knowledge, comprehension, application,
analysis, synthesis, and evaluation.
Task 03
Match the clues in Column A to words in Column B
1. This is the color of a banana.
2. This is the color of a jasmine.
3. This is the color of a bright
sky.
4. This is the color a healthy leaf.
5. This is the color of an orange.
A. Blue
B. Green
C. Yellow
D. Orange
E. White
F. Brown

5. Task 04
Listen carefully to the short talk which your teacher will give. You will hear one of the
words or phrases in each of the following pairs. You will hear it in the same order as it
listed here. Write the letter of the word or phrase.
1. eat-eight
2. path-much
3. clean-clear
4. least-list
5. cloth-thought
(Short talk to be read aloud)
A person has to drink at least eight glasses in a day. They should eat much vegetable and
fruits for tracing the right path to be healthy. Apples could be the one of the top-listed
fruit. It contains good nutrition for a clean thought.
Task 05
Procedures
1. Brainstorming about hobbies
2. Class survey on hobbies (likes and dislikes)
• Students walk around to collect information about who likes what
• Using model question and answer ;
Do you like reading?
What is your hobby?
What book do you like?
• In classical feedback, teacher asks students to report his/her friend’s hobby
direct or indirect way.
• The language function
e.g. Andrew : I like reading comics
Bobby: Andrew likes reading comics.
• For students’ project, they should complete their classmate’s hobby-
mapping form
reading comic watching travelling playing games