Laporan pekerti Dian Fadhilawati- Universitas Islam Balitar

LAPORAN TUGAS
PELATIHAN PEKERTI ANGKATAN KE-14
KOPERTIS WILAYAH VII JAWA TIMUR
DI LEMBAGA PENJAMINAN MUTU PENDIDIKAN (LPMP) JAWA TIMUR
Jl. Ketintang Wiyata No.15, Ketintang, Gayungan, Surabaya
Surabaya, 27 Februari s.d. 3 Maret 2017
Oleh:
Dian Fadhilawati, M.Pd.
PROGRAM STUDI BAHASA INGGRIS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS ISLAM BALITAR-BLITAR
TAHUN 2017

LAPORAN TUGAS
DAFTAR ISI
1. Kata Pengantar
2. Daftar Isi
3. Analisis Instruksional
4. Rencana Evaluasi Hasil Belajar
5. Rencana Pembelajaran Semester (RPS)
6. Rancangan Pelaksanaan Pembelajaran (RPP)
7. Kontrak Kuliah
8. Lembar Konsultasi

KATA PENGANTAR
Puji syukur kehadirat Alloh SWT, berkat karunia dan hidayahnya-Nya Penulis dapat
menyelesaikan Laporan Tugas Program Pengembangan Ketrampilan Dasar Teknik
Intruksional (PEKERTI) dengan baik dan tepat waktu. Laporan tugas PEKERTI ini dibuat
penulis setelah mengikuti dan memahami rangkaian materi yang diberikan oleh narasumber
PEKERTI dari Kopertis VII yang terdiri dari: Pendidikan Sebagai Sistem, Berbagai Macam
Teori Belajar dan Motivasi, Pembelajaran Orang Dewasa, Dasar-Dasar komunikasi dan
Keterampilan Dasar Mengajar, Taksonomi dan Tujuan Instruksional, Analisis Instruksional,
Metode Pembelajaran, Media dan Sumber Belajar, Penilaian Hasil Belajar, Perangkat
Pembelajaran, Kontrak Kuliah, Team Teaching dan Micro Teaching.
Penulis merasakan manfaat yang luar biasa setelah mengikuti pelatihan PEKERTI ini, materi
yang disampaikan narasumber sangat mendukung kemampuan penulis dalam meningkatkan
profesionalismenya menjadi seorang dosen yang tidak hanya bisa menguasai bidang ilmunya
dengan baik, tetapi juga bisa mendesain dan merencanakan pembelajaran dan mengajar
dengan baik dan tidak membosankan bagi para peserta didik. Oleh karena itu dalam
kesempatan ini, penulis ingin menyampaikan ucapan terima kasih yang sebesar-besarnya
kepada para narasumber PEKERTI dari Kopertis VII atas ilmu yang diberikan, antara lain
yang terhormat: Dr. Andri Pitoyo, M.Pd., Dr. Ignatius Harijanto, M.Pd., Dr. Tatik Suryani,
Psi. MM. dan Dr. Diah Sawitri, MM. Semoga ilmu yang Bapak/Ibu berikan pada penulis tak
lekang oleh waktu.
Selanjutnya, penulis berharap, laporan tugas PEKERTI ini bisa bermanfaat bagi dosen atau
calon dosen yang membutuhkan referensi tentang penyusunan analisis instruksional,
perencanakan evaluasi belajar, penyusunan RPS, RPP dan kontrak kuliah yang mengacu
pada Kerangka Kualifikasi Nasional Indonesia (KKNI).
Blitar, 4 Maret 2017
Dian Fadhilawati, M. Pd.

TUGAS 1
ANALISIS INSTRUKSIONAL
Oleh:
Dian Fadhilawati, M. Pd.

KEMENTERIAN RISET TEKNOLOGI PENDIDIKAN TINGGI
KOORDINASI PERGURUAN TINGGI SWASTA
WILAYAH VII
TAHUN 2017
HALAMAN PENGESAHAN
Telah diperiksa dan disetujui Oleh
Tim PEKERTI AA Kopertis Wilayah VII
Pada tanggal___________________

1. Penentuan Capaian Pembelajaran
Matakuliah: Language Testing
2. Penetapan Kemampuan Akhir yang direncanakan dan indikator
Course : Language Testing
Learning Outcome : After joining the course, the fifth semester students of English
Department at Islamic University of Balitar are able to
understand some basic knowledge and principles of language
testing , design various models of testing instruments
(test/non-test) based on the procedures of testing instruments’
construction and demonstrate how to score and interpret the
test result collaboratively, creatively and interestingly
No PLANNED LEARNING
OUTCOMES
INDICATORS MATERIALS
1 The students are able to
understand about
testing, assessing and
teaching
1.1 The students are able to explain the
definition of test (C2)
1.2 The students are able to explain 5
functions of test in ELT (C2)
Definition of test
The functions of test in
ELT
Bidang
Kemampuan
Deskripsi tingkat
kemampuan
Deskripsi tingkat keluasan dan
kerumitan materi keilmuan
Kognitif Understand Some basic knowledge and principles of
Language Testing
Psikomotorik Design Various models of testing instruments (test
or non-test) based on the procedures of
testing instruments’construction
construction
Afektif Demonstrate How to score and interprret the test result
collaboratively, creatively and interestingly
Capaian Pembelajaran
After joining the course, the fifth semester students of English Department at Islamic
University of Balitar are able to understand some basic knowledge and principles of
language testing , design various models of testing instruments (test/non-test) based on the
procedures of testing instruments’ construction and demonstrate how to score and interpret
the test result collaboratively, creatively and interestingly

relationship among testing, assessing,
and teaching (C2) The relationship
among testing,
assessing, and
teaching
understand some
approaches and
techniques in language
testing
2.1 The students are able to identify 4
approaches to language testing (C1)
2.2 the students are able to explain 4
approaches of language testing in ELT
(C2)
2.3 The students are able to describe the
strengths and the weaknesses of 4
approaches of language testing in ELT
(C2)
2.4 The students are able to identify 8
techniques of Language testing (C1)
Testing Approaches
1. Easy Translation
Approach
2. Integrative
Testing
Approach
3. Integrative
Testing
Approach
4. Performance
testing approach
4 Approaches in
Language Testing
The strengths and the
weaknesses of 4
approaches in
Language Testing
8 Testing Techniques
1. Direct Testing
2. Indirect Testing
3. Discrete Point
Testing

2.5 The students are able to explain 8
techniques in language testing. (C2)
strengths and the weaknesses of 8
techniques in language testing (C2)
4. Integrative Testing
5. Norm Referenced
Testing
6. Criterion
Referenced Testing
7. Objective Testing
8. Subjective Testing
weaknesses of 8
Testing
3 The students are able
to understand Types of
Test in ELT
3.1 The students are able to explain 5 types
of test based on the purpose (C2)
3.2 The students are able to differ the test
based on the way of scoring (C2)
classification of test based on the Testes
Types of test
Based on : The
Purpose
1. Achievement test
2. Try out Test
3. Diagnostic Test
4. Selection Test
5. Placement Test
Types of test based on
the way of scoring;
 Objective Test
 subjective Test
Test Based on The
Testes who take the

who take the test (C2)
3.4 The students are able to differ between
standardize test and teacher made-test
(C2)
3.5 The students are able to explain types of
test based on time ( when the test is
made)
test
 Individual Test
 Group Test
Test based on the Test
Constructor
 Standardize Test
and
 Teacher-Made Test
The classification of
Based on Time
 Pre- Test
 Post –Test
 Formative Test
 Summative Test
comprehend some basic
principles in
Classroom Language
Testing
4.1 The students are able to mention 6
principles in Classroom Language
Testing (C1)
4.2 The students are able to explain what is
validity of the test (C2)
4.3 The students are able to explain kinds
Some Basic Principles
in Classroom language
Testing
1. Validity
2. Reliability
3. Practicality
4. Authenticity
5. Wash back
6. Objectivity
Test validity

of validity (C2)
reliability of the test (C2)
practicality of the test (C2)
wash back in Language Testing (C2)
objectivity of the test (C2)
4.8 The students are able to explain some
consideration before, during and after
test (C2)
Kinds of Validity
Reliability of the Test
Practicality of the Test
Wash back in
Language Testing
Objectivity of the Test
Some Considerations
before, during and
after test
5 The Students are able to
design various types of
testing instruments
(Test/Non test) based on
the Procedure of Testing
instruments construction.
rule in designing multiple choice test
(C2)
5.2 The students are able to design 10 items
of Vocabulary Test in the form of
multiple choice with the theme
”News Item” (P
rules in designing True-False Test
Rule in Designing
Multiple Choice Test
Example of
Vocabulary Test using
Multiple Choice
Model
Rules in Designing
True-False Test

5.4 The students are able to design 10 items
of Reading test using True False
model with the Theme “Narrative
Text”
rules in designing Fill in the blanks
test (C2)
5.6 The students are able to design 10
items of Listening Test using fill in
the blanks model with the theme “
Past Tense” (C6)
5.6 The students are able to explain rules in
designing Matching Test (C2)
5.7 The students are able to make 10
items Grammar Test using
Matching Model with the theme
“WH Questions” (p3)
5.8 The students are able to explain
Rules in Designing Re-arrangement
Test (C2)
5.9 The students are able to design
Writing Test using Re-arrangement
Model with the theme “ Simple
present tense” (P3)
5.10 The Students are able to explain
rules in Designing Easy Test (C2)
Example of Reading
Test using True-False
Model
Rules in Designing Fill
in the blanks test
Example of Listening
Test using Fill in the
Blanks model
Some Rules in
Designing Matching
Test
Example of Grammar
Test using Matching
Test model
Rules in Designing
Re-arrangement Test
Example of Writing
Test using Re-
arrangement Model

5.11 The students are able to make easy
test with the theme “Letter
Application” (P3)
some rules in designing Speaking
Test(C2)
speaking test with the theme “
Introducing Yourself” (P3)
non-Test Assessments (C2)
5.15 The students are able to make Class
observation form (P3)
5.16 The students are able to make
Questionnaire form (P3)
Rules in Designing
Easy Test
Example of Writing
test using easy model
Some Rules in
designing Speaking /
Oral Performance test
Example of Speaking
Test
Non Test Assessments
Example of Class
Observation Form
Example of
Questionnaire Form
demonstrate how to
score and interpret the
result of speaking Test
6.1 The students are able to identify
speaking scoring rubric in group of 5-6
Students
6.2 The students are able to demonstrate
how to use scoring rubric to score
speaking test and interpret the result of
the test in group of 5-6
Speaking Scoring
Rubric
Scoring and
Interpreting the Result
of speaking Test

demonstrate how to
result of writing test
writing scoring rubric in group of 5-6
Students
writing test and interpret the result of
Writing Scoring
Rubric
Scoring and
of Writing Test
demonstrate how to
result of reading test
reading scoring rubric in group of 5-6
Students
reading test and interpret the result of
Reading Scoring
Rubric
Scoring and
of Reading Test
demonstrate how to
result of listening test
listening scoring rubric in group of
5-6 Students
listening test and interpret the result
of the test in group of 5-6
Listening Scoring
Rubric
Scoring and
of Listening Test

3. Analisis Instruksional (Pemetaan Kompetensi)
After joining the course, the fifth semester students of English Department at
Islamic University of Balitar are able to understand some basic knowledge and
principles of language testing , design various models of testing instruments either test
or non-test based on the procedures of testing instruments construction and
demonstrate how to score and interpret the test result collaboratively, creatively and
interestingly
The Students are able to design various
types of testing instruments (Test/Non test)
based on the Procedure of Testing
instruments construction.
The students are
able to demonstrate
ho to score and to
interprete the result
of writing test
The students are able
to demonstrate how
to score and interpret
the result of swriting
test
The students are
able to demonstrate
how score and
interpret the result
of reading test
to demonstrate how
to score and interpret
the result of speaking
Test
to comprehend some
basic principles in
Classroom Language
Testing
The students
are able to
understand
Types of Test in
ELT
The students are
able to understand
some approaches
and techniques in
language testing
The students are
able to understand
about testing,
assessing and
teaching

TUGAS 2
EVALUASI HASIL BELAJAR
Oleh:

WILAYAH VII
TAHUN 2017
HALAMAN PENGESAHAN
Tim PEKERTI AA Kopertis Wilayah
VII
Pada tanggal___________________

EVALUATION PLANNING
Institution/Faculty/
Department
: Islamic University of Balitar / Faculty of Teacher
Training and Education /English Department
Course Title : Language Testing
Course Code : MB02
SKS : 2
Semester : 5
Core course : -

Lecturer : Dian Fadhilawati, M.Pd.
Learning Outcome : After joining the course, the fifth semester students of
English Department at Islamic University of Balitar are
able to understand some basic knowledge and principles
of language testing , design various models of testing
instrument (test/non-test) based on the procedures of
testing instruments’ construction and demonstrate how to
score and interpret the test result collaboratively,
creatively and interestingly.
NO
PLANNED
LEARNING
OUTCOMES
INDICATORS MATERIALS EVALUATION
1 The students are
able to understand
about Testing,
Assessing and
Teaching
1.1 The students are able to
define what is test (C1)
explain 5 functions of
test in ELT (C2)
explain the relationship
among testing,
assessment, and
teaching (C2)
Definition of test
The functions of test in
ELT
The relationship
among testing,
assessing, and
teaching
Written Test
2 The students are
able to understand
some approaches
and techniques in
language testing
identify 4 approaches to
language testing (C1)
Testing Approaches
5. Discrete Point
Testing Approach
Approach
7. Communicative
Testing Approach
8. Performance
Testing Approache
Written Test

2.2 the students are able to
explain 4 approaches of
language testing in ELT
(C2)
describe the strengths
and the weaknesses of 4
approaches of language
testing in ELT (C2)
2.4 The students are able
to identify 8 techniques
of Language testing
(C1)
explain 8 techniques in
language testing. (C2)
describe the strengths
and the weaknesses of 8
testing (C2)
4 Approaches in
Language Testing
weaknesses of 4
approaches in
Language Testing
9. Direct Testing
10.Indirect Testing
11.Discrete Point
Testing
12.Integrative Testing
13.Norm Referenced
Testing
14. Criterion
Referenced Testing
15.Objective Testing
16.Subjective Testing
The strengths and
the weaknesses of
8 techniques in
language Testing
3 The students are
able to understand
Types of Test in
ELT
explain 5 types of test
based on the purpose
(C2)
Types of test
Based on : The
Purpose
Written Test

differ the test based on
the way of scoring (C2)
explain the
classification of test
based on the Testes who
take the test (C2)
differ between
standardize test and
teacher made-test (C2)
explain types of test
based on time ( when
the test is made) (C2)
6. Achievement test
7. Try out Test
8. Diagnostic Test
9. Selection Test
10.Placement Test
types of test based on
the way of scoring;
 Objective Test
 subjective Test
Test Based on The
Testes who take the
test
 Individual Test
 Group Test
Constructor
 Standardize Test
and
The classification of
based on Time
 Pre- Test
 Post –Test
 Formative Test
 Summative Test
 Entrance Test
4 The students are
able to
comprehend 7
basic principles
identify 7 principles in
Classroom Language
Testing (C1) (objective
7 Basic Principles in
Classroom Language
Testing
Written Test

in Classroom
Language Testing
test/ matching)
explain what is validity
of the test (C2)
explain kinds of validity
(C2)
4.10 The students are
able to explain what is
reliability of the test
(C2)
practicality of the test
(C2)
authenticity of the test
(C2)
wash back in Language
Testing (C2)
able to describe the
objectivity of the test
(C2)
7. Validity
8. Reliability
9. Practicality
10. Authenticity
11. Wash back
12. Objectivity
13. Interpretability
Test validity
Kinds of Validity
Authenticity of the test
Wash back in
Language Testing
Objectivity of the test

able to explain the
interpretability of the
test(C2)
Interpretability of the
test
5 The Students are
able to design
various types of
testing instruments
(Test/Non test)
based on the
Procedure of
Testing instrument
Construction
explain some rule in
designing multiple
choice test (C2)
design 10 items of
Vocabulary Test in the
form of multiple choice
with the theme ”News
Item” (P3)
explain some rules in
designing True-False
Test (C2)
design 10 items of
Reading test using True
False model with the
Theme “Narrative Text”
(P3)
explain some rules in
designing Fill in the
blanks test (C2)
design 10 items of
Rule in Designing
Multiple Choice Test
Example of
Vocabulary Test using
Multiple Choice
Model
Rules in Designing
True-False Test
Example of Reading
Test using True-False
Model
Rules in Designing Fill
in the blanks test
Example of Listening
Portfolio /Non
Test

Listening Test using fill
in the blanks model
with the theme “ Past
Tense” (P2)
explain rules in
designing Matching
Test (C2)
able to make 10 items
Grammar Test using
Matching Model with
the theme “WH
Questions” (P3)
able to explain Rules
in Designing Re-
arrangement Test (C2)
able to design Writing
Test using Re-
arrangement Model with
the theme “ Simple
5.20 The Students are able
to explain rules in
Designing Easy Test
(C2)
to make essay test
with the theme “Letter
Application”(C3)
Test using Fill in the
Blanks model
Some Rules in
Designing Matching
Test
Example of Grammar
Test using Matching
Test model
Rules in Designing
Re-arrangement Test
Example of Writing
Test using Re-
arrangement Model
Rules in Designing
Easy Test
Example of Writing
test using essay model
Some Rules in

to explain some rules
in designing Speaking
Test (C2)
to design speaking test
with the theme “
Introducing Yourself”
(P3)
to explain non-Test
Assessments (C2)
to make Class
observation form (P3)
to make Questionnaire
form (P3)
designing Speaking /
Oral Performance test
Example of Speaking
Test
Non Test Assessments
Example of Class
Observation Form
Example of
Questionnaire Form
6 The students are
able to
demonstrate how
to score and
of speaking Test
identify speaking
scoring rubric in group
of 5-6 Students (C1)
demonstrate how to use
scoring rubric to score
speaking test and
interpret the result of
(A3)
Speaking Scoring
Rubric
Scoring and
of speaking Test
Speaking Scoring
Rubric
Group
Presentation/Non-
test

7 The students are
able to demonstrate
how to score and
of writing test
identify writing scoring
rubric in group of 5-6
Students (C1)
writing test and
students (A3)
Writing Scoring
Rubric
Scoring and
of Writing Test
Group
Presentation/non
– test
8 The students are
able to demonstrate
how to score and
of reading test
identify reading
reading test and
students (A3)
Reading Scoring
Rubric
Scoring and
of ReadingTest
Group
Presentation/ Non
Test
9 The students are
able to demonstrate
how to score and
of listening test
identify listening
listening test and
(A3)
Listening Scoring
Rubric
Scoring and
of Listening Test
Group
Presentation/Non-
Test

KISI-KISI TES OBJEKTIF
Program Studi : Bahasa Inggris
Matakuliah : Language Testing
Semester/Tahun : 5/2017
Lama/Waktu Testing : 2 x 50 minutes
Tipe Tes : Written test/Objective Test
Jumlah Butir Soal :
No
Kemampuan Akhir yang direncanakan dan
Indikator
Jenjang Kemampuan
Jumlah %
C1 C2
1
The students are able to understand about
Testing, Assessing and Teaching
1 7
1.1
The students are able to define the definition
of test (C1) 1
1.2
The students are able to explain 5 functions of
test in ELT (C2) -
1.3
The students are able to explain the
relationship among testing, assessment and
teaching. (C2)
-
2
The students are able to understand some
approaches and techniques in language testing
5 33
2.1
The students are able to identify 4 approaches
to language testing (C1)
2.2
Tthe students are able to explain 4 approaches
of language testing in ELT (C2)
3

2.3
The students are able to describe the strengths
and the weaknesses of 4 approaches of
language testing in ELT (C2)
2.4
The students are able to identify 8 techniques
of Language testing (C1)
2.5
The students are able to explain 8 techniques
in language testing. (C2) 2
2.6
The students are able to describe the strengths
and the weaknesses of 8 techniques in
3
The students are able to understand Types of
Test in ELT
4 27
3.1
The students are able to explain 5 types of test
based on the purpose (C2) 1
3.2
The students are able to differ the test based
on the way of scoring (C2) 1
3.3
The students are able to explain the classificatio
of test based on the Testes who take the test(C2) -
3.4
The students are able to differ between
standardize test and teacher made-test (C2) 1
3.5
The students are able to explain types of test
based on time ( when the test is made)
(C2) 1
4 The students are able to comprehend some
basic principles in Classroom Language
5 33

Testing
4.1
The students are able to identify 7 principles
in Classroom Language Testing (C1)
4.2
The students are able to explain what is
validity of the test (C2) 1
4.3
The students are able to explain kinds of
validity (C2) -
4.4
reliability of the test (C2) 1
4.5
practicality of the test (C2)
4.6
authenticity of the test
1
4.7
The students are able to explain what is wash
back in Language Testing (C2) 1
4.8
The students are able to describe the
objectivity of the test (C2) 1
4.9
interpretability of the test (C2)
JUMLAH 15 100
Example of Objective Test using Matching model:
Instruction: Please match the statement in column A with the definition in column B!

NO A ANSWER B
1 Any testing that assumes language can be
divided into its components parts, and
those parts can be tested successfully.
………….
a. validity
2 Any testing that placed the students in
some context and asked to show what they
know or can do in that context.
………….
b. Communicative Testing
Approach
3 The degree to which an assessment tool
produces stable and consistent results.
………….
c. Authenticity
4 The principle of language assessment
which refers to whether the test is actually
measuring what it claims to measure
………….
d. Discrete Point testing
Approach
5 The impact that tests have on teaching and
learning
………….
e. Criterion Referenced Test
6 Principle to provide a standard set of rules
for scoring.
………….
f. Norm Referenced Test
7 The language testing approach lays more
emphasis on the use the target language
in authentic situations.
………….
g. Reliability
8 A method of measuring person’s ability,
knowledge or performance in a given
domain.
…...……
h. Summative Test
9 The test to establish how successful
individual students, group of students in
gaining the course objectives.
………….
i. Subjective Test
10 Measures a student’s performance based
on mastery of a specific set of skills. It
measureswhat the student knows and
doesn’t know at the time of assessment
………….
j. Standardize Test
11 Test is given at the conclusion of a specific
instructional period, and therefore it is
generally evaluative, rather than diagnostic
……….
k. Performance Testing
Approach
12 Assessments constructed by experts and
published for use in many different schools
and classrooms. These assessments are
used in various contexts and serve multiple
purposes.
……
l. Validity
13 Tests in which individuals are given an
ambiguous figure or an open-ended
situation and asked to describe what they
see or finish a story.
………….
m. Test

14 Measures a student’s performance
incomparison to the performance of same-
age students on the same assessment.
………….
n. Objectivity
15 The test contains language that is as
natural as possible.
………….
o. Wash back
p. Achievement Test
KEY ANSWER:
NO A ANSWER B
1 Any testing that assumes language can be
divided into its components parts, and
those parts can be tested successfully. ……d…….
a. validity
2 Any testing that placed the students in
some context and asked to show what they
know or can do in that context. ……k…….
b. Communicative Testing
Approach
3 The degree to which an assessment tool
produces stable and consistent results.
……g…….
c. Authenticity
4 The principle of language assessment
which refers to whether the test is actually
measuring what it claims to measure
……l…….
d. Discrete Point testing
Approach
5 The impact that tests have on teaching and
learning
……o…….
e. Criterion Referenced Test
6 Principle to provide a standard set of rules
for scoring.
……n…….
f. Norm Referenced Test
7 The language testing approach lays more
emphasis on the use the target language
in authentic situations.
……b…….
g. Reliability
8 A method of measuring person’s ability,
knowledge or performance in a given
domain. …...m……
h. Summative Test
9 The test to establish how successful
individual students, group of students in
gaining the course objectives.
……p…….
i. Subjective Test
10 Measures a student’s performance based
on mastery of a specific set of skills. It
measureswhat the student knows and
……e…….
j. Standardize Test

doesn’t know at the time of assessment
11 Test is given at the conclusion of a specific
instructional period, and therefore it is
generally evaluative, rather than diagnostic
……h…….
k. Performance Testing
Approach
12 Assessments constructed by experts and
published for use in many different schools
and classrooms. These assessments are
used in various contexts and serve multiple
purposes.
……..j……
l. Validity
13 Tests in which individuals are given an
ambiguous figure or an open-ended
situation and asked to describe what they
see or finish a story.
……i…….
m. Test
14 Measures a student’s performance
incomparison to the performance of same-
age students on the same assessment.
……f…….
n. Objectivity
15 The test contains language that is as
natural as possible.
……c…….
o. Wash back
p. Achievement Test
SCORING:
𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠′
𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠
𝑋100
Example of Objective test using Multiple Choice Model
KISI-KISI TES URAIAN
Program Studi : Bahasa Inggris
Lama/Waktu Testing : 2x50 minutes
Tipe Tes : Written test
Jumlah Butir Tes :
No. Kemampuan Akhir yang
direncanakan dan Indikator
Jenis Soal Jenjang
Kemampuan
Jumlah %
Tertutup Terbuka
1. The students are able to 3 15

understand about testing,
assessing and
Teaching
explain the definition of
test (C1)
explain 5 functions of test in
ELT (C2)
explain the relationship
among testing, assessing,
and teaching (C2)
1
1
1
C1
C2
C2
understand some approaches
and techniques in language
testing
4 20
explain 4 approaches of
language testing in ELT
(C2)
describe the strengths and
the weaknesses of 4
approaches of language
testing in ELT (C2)
identify 8 techniques of
Language testing (C1)
1
1
-
C2
C2

explain 8 techniques in
language testing. (C2)
describe the strengths and
the weaknesses of 8
testing (C2)
1
1
C2
C2
understand Types of Test in
ELT
5 25
explain 5 types of test based
on the purpose (C2)
differ the test based on the
way of scoring (C2)
explain the classification of
test based on the Testes who
take the test (C2)
differ between standardize
test and teacher made-test
(C2)
explain types of test based
on time ( when the test is
made)
1
1
1
1
C2
C2
C2
C2

1 C3
comprehend some basic
principles in Classroom
Language Testing
8 40
mention 7 principles in
Classroom Language
Testing (C1)
explain what is validity of
the test (C2)
explain kinds of validity
(C2)
explain what is reliability
of the test (C2)
explain what is practicality
of the test (C2)
explain what is wash back
in Language Testing (C2)
describe the objectivity of
the test (C2)
explain why he test should
be authentic (C2)
explain interpretability of
the test (C2)
1
-
1
1
1
1
C1
C2
C2
C2
C2

1
1
1
C2
C2
C2
JUMLAH 20 100
Example:
Instruction: Answer the following question correctly!
1. Please define the meaning of test in English Language Teaching (ELT)!
2. Please mention 7 principles in classroom language testing!
3. Explain the relationship among testing, assessment and teaching!
4. Mention and explain 5 functions of test in ELT!
5. Mention and explain 4 approaches in language testing!
6. Please describe the strengths and the weaknesses of this following approach!
a. Discrete Point Testing Approach
b. Integrative Testing Approach
c. Communicative Testing Approach
d. Performance Testing Approach
7. Mention and explain 8 techniques in language testing!
8. Please describe the strengths and the weaknesses of each technique in language
testing
9. Please mention 7 principles in classroom language testing!
10. Please mention and explain types of validity in language testing!
11. What do you know about reliability? Explain your answer briefly!
12. Explain briefly what is practicality of the test?
13. Why our test should be objective?
14. Why our test should be authentic?
15. What do you know about wash back in language testing?

16. Please differ between teacher-made test and standardize test!
17. According to the purpose, test is classified into 5 please mention and explain them
briefly
18. Based on time when the test is made there are 5 classification of test please mention
and explain your answer briefly!
19. Please differ and explain test based on the way of scoring!
20. What do you know about interpretability of the test? Explain your answer briefly
Examples of answer
1. Test is a method of measuring students’ ability, knowledge or performance in a given
domain
2. 7 basic principle in classroom language testing
a validity
b. reliability
c. practicality
d. authenticity
e. wash back
f. objectivity
g. interpretability
3. The relationship among testing, assessing and teaching is in teaching learning process
the teachers should assess their students to know their ability , knowledge or
performance, one of instrument that the teachers can use is a test so test is a part of
assessment and assessment is part of teaching
Etc………………………..
SCORING GUIDE

Skor Deskripsi
4 Respons terhadap Pertanyaan sangat spesifik. Informasi yang diberikan akurat dan
memperlihatkan pemahaman yang utuh. Respons dikemukakan dalam suatu tulisan
yang lancar dan hidup. Jawaban singkat dan langsung pada masalah yang diminta serta
kesimpulan dan pendapat mengalir secara logis. Secara menyeluruh, respons lengkap
dan memuaskan.
3 Respons sudah menjawab tugas yang diberikan. Informasi yang diberikan akurat.
Respons dikemukakan dalam tulisan yang lancar tapi uraian cenderung bertele-tele.
2 Respons kurang memuaskan. Walaupun informasi yang diberikan akurat tetapi tidak
ada kesimpulan dan pendapat serta kurang logis.
1 Respons tidak menjawab pertanyaan yang diberikan. Banyak informasi yang hilang
dan tidak akurat. Tidak ada kesimpulan atau pendapat.
KISI-KISI NON TEST (PORTFOLIO based on “KAD” and indicators )

Program Studi : English
Lama/Waktu Testing : 2 weeks
Tipe Tes : Non Test
Jumlah Butir Tes :
No. Kemampuan Akhir yang direncanakan dan Indikator Jenjang
Kemampuan
5 The Students are able to design various types of testing instruments
(Test/Non test) based on the Procedure of Testing instruments
construction.
P3
5.1 The students are able to explain some rule in designing multiple
choice test (C2)
5.2 The students are able to design 10 items of Vocabulary Test in the
form of multiple choice with the theme ”News Item”
5.3 The students are able to explain some rules in designing True-False
Test
5.4 The students are able to design 10 items of Reading test using True
False model with the Theme “Narrative Text”
5.5 The students are able to explain some rules in designing Fill in the
blanks test (C2)
5.6 The students are able to design 10 items of Listening Test using fill
in the blanks model with the theme “ Past Tense” (C6)
5.7 The students are able to explain rules in designing Matching Test (C2)
C2
P3
(C2)
(P3)
(C2)
(P3)

5.8 The students are able to make 10 items Grammar Test using
Matching Model with the theme “WH Questions”
5.9 The students are able to explain Rules in Designing Re-arrangement
Test (C2)
5.10 The students are able to design Writing Test using Re-arrangement
Model with the theme “ Simple present tense”
5.11 The Students are able to explain rules in Designing Easy Test (C2)
5.12 The students are able to make easy test with the theme “Letter
Application”
5.13 The students are able to explain some rules in designing Speaking
Test
5.14 The students are able to design speaking test with the theme “
Introducing Yourself”
5.15 The students are able to explain some rules in designing non-Test
Assessments
5.16 The students are able to make Class observation form
5.17 The students are able to make Questionnaire form
(C2)
(P3)
(C2)
(P3)
(C2)
(P3)
(C2)
(P3)
(C2)
(P3)
(P3)

Task: Please tell some procedures in designing testing instrument either test or non
test, after that design the test based on the procedure that you have written. Your task
should be organized based on the following lists and make it in creative porfolio!
1. Summary rules in designing multiple choice test, and design 10 items of Vocabulary
Test in the form of multiple choice with the theme ”News Item
2. Summary rules in designing True-False Test and design 10 items of Reading test using
True False model with the Theme “Narrative Text”
3. Summary some rules in designing Fill in the blanks and design 10 items of Listening
Test using fill in the blanks model with the theme “ Past Tense”
4. Summary rules in designing Matching Test and make 10 items Grammar Test using
Matching Model with the theme “WH Questions”
5. Summary rules in designing Re-arrangement Test and design Writing Test using Re-
arrangement model with the theme “ Simple present tense”
6. Summary rules in designing Easy and design easy test with the theme “Letter
Application”
7. Summary some rules in designing Speaking Test and design speaking test with the
theme “ Introducing yourself”
8. Summary types and the rules of non-Test Assessment and make I example of class
observation form a Questionnaire form to know the respond of the students toward new
language laboratory
RUBRIC FOR SCORING STUDENTS’ PORTFOLIO
GROUP PRESENTATION TASK (A3)
Task 1:
Instruction: please prepare scoring rubric for speaking test in group of 5-6 students and
demonstrate how to score and analyze the result of speaking test in front of the class
creatively and interestingly!
Task 2

Instruction: please prepare scoring rubric for writing test in group of 5-6 students and
demonstrate how to score and analyze the result of writing test in front of the class creatively
and interestingly!
Task 3
Instruction: please prepare scoring rubric for reading test in group of 5-6 students and
demonstrate how to score and analyze the result of reading test in front of the class creatively
and interestingly!
Task 4
Instruction please prepare scoring rubric for listening test in group of 5-6 students and
demonstrate how to score and analyze the result of listening test in front of the class
creatively and interestingly!
Furthermore your group presentation will contribute 30 % to your achievement in this course.
Therefore do it as good as possible! And your presentation will be evaluated based on the
following criteria:
FINAL EXAMINATION TASK
Instruction: Please review all the material in meeting 1-15 in the form of creative portfolio
and submit based on the final examination schedule of university!
Your portfolio will be scored based on the following criteria

TUGAS 3
RENCANA PEMBELAJARAN SEMESTER
(RPS)
Oleh:
Universitas Islam Balitar - Blitar
WILAYAH VII
TAHUN 2017

HALAMAN PENGESAHAN
Tim PEKERTI AA Kopertis Wilayah VII
Pada tanggal___________________

ISLAMIC UNIVERSITY OF BALITAR
(UNISBA)
The Entrepreneurial University
RENCANA PEMBELAJARAN SEMESTER (RPS)
Document No:
DEPARTMENT
COURSE
COURSE CODE
SKS/SEMESTER
LECTURER
COURSE LEARNING
OUTCOME
:
:
:
:
:
:
English
Language Testing
MPB 002
2/5
Dian Fadhilawati, M.Pd
After joining the course, the
fifth semester students of
English Department at
Islamic University of Balitar
are able to understand some
basic knowledge, principles
of language testing , design
various models of testing
instruments (test/non-test)
based on the procedures of
testing instruments’
construction and
demonstrate how to score
and interpret the test result
collaboratively, creatively
and interestingly
Page:
Valid:
 Standar Akreditasi Perguruan
Tinggi (SAPT)
 SPMI Universitas Islam Balitar
(UNISBA)
Klausa Standar Akreditasi PT:

Meeting
Planned
Learning
outcome
(KAD)
Indicator(s) Material (s)
Method/techniques/media
/time
Evaluation
References
Test Type Criteria
Percentage
(%)
1 2 3 4 5 6 7 8 9
1 The students are
able to
understand about
Testing,
Assessing and
Teaching
able to explain the t
definition of test
(C2)
able to explain 5
functions of test in
ELT (C2)
able to explain the
relationship among
test, assessment and
teaching (C2)
Definition of test
The functions of
test
The relationship
among Testing,
Assessing, and
Teaching
Method: Students Centered
Learning: / Online
Learning/Interactive
Discussion, quiz
Media: Video
PPT
Whiteboard
Board marker
LCD
Note Book
Computer/Laptop
Time: 2 x 50 Minutes
Written Test Accuracy
Appropriat
eness with
the key
answer
2.5% Read Brown
page 3-7
2-3 The students are
able to
understand some
approaches and
techniques in
language testing
to identify 4
approaches to
language testing
(C1)
2.2 the students are able
to explain 4
approaches of
language testing in
ELT (C2)
Language Testing
Approaches
9. Discrete Point
Testing
Approach
10. Integrative
Testing
Approach
11.Communicativ
e Testing
Approach
Learning /Online
Learning/Interactive
Discussion
Media : Video,
PPT
Card Game
LCD
Internet
Laptop/ Computer
White Board, Board marker,
Written Test 5% Reading:
Hughes Page
9-21. &
Alderson et
al. page 9-
24, 170-194.

to describe the
strengths and the
weaknesses of 4
approaches of
language testing in
ELT (C2)
3.1 the students are able
to identify 8
techniques of
Language testing
(C1)
to explain 8
techniques in
language testing.
(C2)
12.Performance
testing
approach
The strengths and
the weaknesses of 4
approaches in
language testing
8 Testing
Techniques
17.Direct Testing
18.Indirect Testing
19.Discrete Point
Testing
20.Integrative
Testing
21.Norm
Referenced
Testing
22.Criterion
Referenced
Testing
23.Objective
Testing
24.Subjective
Testing
The Strengths and
the Weaknesses of
Note book

to describe the
strengths and the
weaknesses of some
techniques in
language testing
(C2)
Each Technique in
Language Testing
4 The students are
able to
understand
Types of Test in
ELT
to explain 5 types
of test based on the
purpose (C2)
able to differ the test
based on the way of
scoring (C2)
to explain the
classification of test
based on the Testes
who take the test
(C2)
to differ between
standardize test and
Types of test
Based on : The
Purpose
11.Achievement
test
12.Try out Test
13.Diagnostic Test
14.Selection Test
15.Placement Test
Types of test based
on the way of
scoring;
1.Objective Test
2. Subjective Test
Test based on the
testes who take the
test
 Individual
Test
 Group Test
Test based on the
test constructor
 Standardize
Learning
Interactive
discussion
Interactive Game
Media: PPT, Video
Matching Game
LCD.
Computer/Laptop/
Notebook/whiteboard/ board
markers
Written Test 5% Read:
Hughes
page9-21. &
Alderson et
al. page 9-
24, 170-194.

teacher made-test
(C2)
to explain types of
test based on time (
when the test is
made)
Test and
 Teacher-Made
Test
The classification
of Based on Time
 Pre- Test
 Post –Test
 Formative Test
 Summative
Test
 Entrance test
5 The students are
able to
comprehend 7
basic principles
in Classroom
Language Testing
to mention 7
principles in
Classroom Language
Testing (C1)
to explain what is
validity of the test
(C2)
to explain kinds of
validity (C2)
to explain what is
7 Basic Principles
in classroom
language testing
14. Validity
15. Reliability
16. Practicality
17. Authenticity
18. Wash back
19. Objectivity
20. Interpretability
Test validity
Kinds of Validity
Reliability of the
Test
Method : Students Centered
Learning/online learning/
interactive discussion
Media: PPT,
Guessing Game
Computer/Laptop/LCD
Internet
Times: 2x50 Minutes
Written Test 2.5% Read Brown
Page 30-41
Reading:
Hughes, pp.
29-43

reliability of the test
(C2)
able to explain what
is practicality of the
test (C2)
able to explain what
is wash back in
Language Testing
(C2)
able to describe the
objectivity of the
test (C2)
to explain the
interpretability of
the test
Practicality of the
Test
Wash back in
Language Testing
Objectivity of the
Test
Interpretability of
the test
6,7 The Students are
able to design
various types of
testing
instruments
(Test/Non test)
based on the
Procedure of
Testing
instrument
Construction
to explain some rule
in designing
multiple choice test
(C2)
to design 10 items of
Vocabulary Test in
the form of multiple
choice with the
Rule in Designing
Multiple Choice
Test
Example of
Vocabulary Test
using Multiple
Choice Model
Learning/
Online Learning/
Task Based Learning
Media: Laptop/computer
LCD, Internet
Time: 4x 50 minutes
Portfolio/Non
Test
Quality of
evidence (
using
portfolio
scoring
guide)
15% https://www.
butte.edu/dep
artments/cas/
tipsheets/stud
ystrategies/m
ultiple_choic
e.html
http://theelea
rningcoach.c
om/elearning

theme ”News Item”
(P3)
to explain some
rules in designing
True-False Test
(C2)
to design 10 items of
Reading test using
True False model
with the Theme
“Narrative Text”
(P3)
to explain some
rules in designing
Fill in the blanks test
(C2)
able to design 10
items of Listening
Test using fill in the
blanks model with
the theme “ Past
Tense” (P3)
to explain rules in
designing Matching
Rules in Designing
True-False Test
Example of
Reading Test using
True-False Model
Rules in Designing
Fill in the blanks
Test
Example of
Listening Test
using Fill in the
Blanks model
Some Rules in
Designing
Matching Test
_design/rules
-for-
multiple-
choice-
questions/
https://www.
k-
state.edu/ksd
e/alp/resourc
es/Handout-
Module6.pdf
http://www.h
oughton.edu/
academics/ac
ademic-
resources/cen
ter-for-
academic-
success-and-
advising/stud
y-
advisement/t
est-
taking/multip
le-choice-
and-
truefalse-
tests/

Test (C2)
to make 10 items
Grammar Test using
Matching Model
with the theme “WH
Questions” (P3)
able to explain
Rules in Designing
Re-arrangement Test
(C2)t
able to design
Writing Test using
Re-arrangement
Model with the
theme “simple
7.2 The Students are
able to explain
rules in Designing
Easy Test (C2)
able to make easy
test with the theme
“Letter Application”
able to explain some
Example of
Grammar Test
using Matching
Test model
Rules in Designing
Re-arrangement
Test
Example of Writing
Test
Using Re-
arrangement Model
Rules in Designing
Easy Test
Example of Writing
test using easy
model
Some Rules in
designing Speaking

rules in designing
Speaking Test (C2)
able to design
speaking test with
the theme
“Introducing
Yourself”(P3)
able to explain non-
Test Assessments
(C2)
able to make Class
observation form
(P3)
able to make
Questionnaire form
(P3)
/ OralPerformance
test
Example of
Speaking Test
Non Test
Assessments
Example of Class
Observation Form
Example of
Questionnaire Form
8 MID TERM
TEST
The students are able to
master all materials that
have been taught in
meeting 1-7
All materials that
have been learnt in
meeting 1-5
Method; Individual Test
Time: 2X 50 minutes
Written Test 15%
9,10 The students are
able to
demonstrate how
to score and
interpret the
9/10 The students are
able to identify
speaking scoring rubric
in group of 5-6 Students
Speaking Scoring
Rubric
Method : GROUP WORK
Presentation /Collaborative
Learning/ Students Centered
Learning / Problem solving
Learning
Performance
Assessment
7.5% Reading:
Weir, page
73-80.,
Underhill,
page 44-75,

result of speaking
Test
able to demonstrate how
to use scoring rubric to
score speaking test and
students
Scoring and
Interpreting the
Result of speaking
Test
Media: Laptop/Computer,
LCD, Internet
Meeting 9 Group 1 and 2
Meeting 10 Group 3 and 4
88-103.
11, 12 The students are
able to
demonstrate how
to score and
interpret the
result of writing
test
able to identify
speaking scoring rubric
in group of 5-6 Students
able to demonstrate how
to use scoring rubric to
score writing test and
students
Writing Scoring
Rubric
Scoring and
Interpreting the
Result of writing
Test
Method: Group Work
Presentation/ Collaborative
Learning/
Students Centered Learning
Media: Laptop/Computer,
LCD, and internet
Time: 4 X 50 minutes
Meeting 11: Group 1 and 2
7.5%
able to
demonstrate how
to score and
interpret the
result of reading
test
able to identify
reading scoring
rubric in group
of 5-6 Students
able to
demonstrate
how to use
Reading Scoring
Rubric
Scoring and
Interpreting the
Result of speaking
Test
Group Work Presentation/
Collaborative Learning/
Media: LCD,
Laptop/Computer, internet
Time: 4 x 50 minutes
Meeting 14: 23 and 4
7.5%
Reading:
Weir, page.
42-58,
Heaton,
page 105-
134.

scoring rubric
to score reading
test and
interpret the
result of the
test in group of
5-6
15 The students are
able to
demonstrate how
to score and
interpret the
result of listening
test
able to identify
reading scoring
rubric in group of
5-6 Students
able to demonstrate
how to use scoring
rubric to score
writing test and
of the test in
group of 5-6
Listening Scoring
Rubric
Scoring and
Interpreting the
Result of Listening
Test
Method: Group Work
Presentation/ Collaborative
Learning/
Media: LCD,
Laptop/Computer, internet
Meeting 15
Time; 2 x 50 minutes
7.5%
Reading:
Weir, page
42-58,
Heaton,
page 105-
134.
16 FINAL TEST The students are able to
review all the material in
the form of portfolio
All Material
meeting 1-15
Take home task 25%
Total 100%

REFERENCES
ONLINE LEARNING REFERENCES
https://thejoyoflanguageassessment.wordpress.com/2012/12/19/approaches-in-language-
testing-2/
https://www.butte.edu/departments/cas/tipsheets/studystrategies/multiple_choice.html
http://theelearningcoach.com/elearning_design/rules-for-multiple-choice-questions/
https://www.k-state.edu/ksde/alp/resources/Handout-Module6.pdf
http://www.houghton.edu/academics/academic-resources/center-for-academic-success-
and-advising/study-advisement/test-taking/multiple-choice-and-truefalse-tests/
BOOK REFERENCES
Alderson, J. C., Clapham, C. & Wall, D. 1995 Language Test Construction and
Evaluation. Cambridge UP.
Brown, D. 2003. Language Assessment Principles and Classroom Practices. Longman.
Heaton, J. B. 1988 Writing English language tests. Longman.
Hughes, A. 2003. Testing for Language Teachers. Cambridge UP.
Alderson, J. C. & Cseresznyés, M. 2003. Reading and Use of English
Underhill, N. 1987. Testing spoken language. Cambridge UP.
Weir, C. J. 1990. Communicative Language Testing. Prentice Hall International.

TUGAS 4
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Oleh:
Universitas Islam Balitar-Blitar
KOORDINASI PERGURUAN TINGGI SWASTA WILAYAH VII
TAHUN 2017

LESSON PLAN MEETING 1
Learning Outcome : After joining the course, the fifth semester students of English Department at Islamic University of Balitar are
able to understand some basic knowledge and principles of language testing , design various models of
testing instruments either test or non-test based on the procedures of testing instruments construction and
demonstrate how to score and interpret the test result collaboratively, creatively and interestingly
Planned Learning Outcome
(KAD)
: The students are able to understand about Testing, Assessing and Teaching
Time Allotment : 2x 50 minutes
Indicators : 1.7 The students are able to explain the definition of test (C1)
1.8 The students are able to explain 5 functions of test in ELT (C2)
1.9 The students are able to explain the relationship among test, assessment and teaching (C2)
Material(s) : Definition of test
The functions of test
The relationship among Testing, Assessing, and Teaching
Procedures of Teaching
Learning Process
TEACHING LEARNING PROCESS ACTIVITIES METHOD TIME
ALLOCATION
SOURCES/MEDIA
Opening 20 Minutes
1. Lecturer greats the students and tell the lesson objectives Discussion/interactive
question answer
5 PPT/internet
2. The students watch the video about today’s lesson Online 10 minutes You- Tube

Learning/Watching
Video/audiovisual
learning
Video/LCD/Laptop/Computer
3. The students answering the lecturer’s leading questions Question-Answer 2.5 minutes Leading Question
4. The lecturer stating the main point of today’s discussion Discussion/
question-answer
2.5 minutes RPP/Board marker/whiteboard
Main Activities 60 minutes
1. The students read information about testing, assessing and teaching
from the referenced book and from online learning , then find the
meaning of test and write down the result in her./his note book/laptop
Online learning
Silent way reading
10 minutes Referenced Book,internet,
laptop/computer/android/notebook
2. The students find 5 functions of test in English Language Teaching
from the referenced book and from online learning, then write down
the result in her/his notebook/laptop
Online learning/silent
way reading
laptop/computer/ android,
notebook
3. The students find the relationship among testing, assessing and
teaching from
Online Learning/
Silent way reading
10 minutes Book, internet, laptop/Computer/
android, notebook
4. The students listen to the lecturer’s explanation and discuss the
material together
Interactive
explanation
30 minutes PPPT, laptop/ LCD, internet,
paper, pen
Closing 20 minutes
1. The students do the quiz of meeting 1 Quiz/written test 15 minutes Paper,pen
2. The students and the lecturer close the lesson together 5 minutes
Blitar, 15th October 2016
Lecturer,

(KAD)
: The students are able to understand 4 approaches and 8 techniques in language testing
Indicators : 2.1 The students are able to identify 4 approaches to language testing (C1)
2.2 The students are able to explain 4 approaches of language testing in ELT (C2)
2.3 The students are able to describe the strengths and the weaknesses of 4 approaches of language testing in
ELT (C2)
Material(s) : Language Testing Approaches
1. Discrete Point Testing Approach
2. Integrative Testing Approach
3. Communicative Testing Approach
4. Performance testing approach
The strengths and the weaknesses of 4 approaches in language testing
1. The strengths and the weaknesses of Discrete Point Testing Approach in language testing
2. The strengths and the weaknesses of Integrative Testing Approach in language testing
3. The strengths and the weaknesses of Communicative Testing Approach in language testing
4. The strengths and the weaknesses of Performance Testing Approaches in language testing.

Learning Process
:
ALLOCATION
SOURCES/MEDIA
Opening 20 minutes
1. Lecturer greats the students and review yesterday material Discussion/interactive
question answer
5 minutes PPT
2. The students watch the video about today’s lesson Online
Learning/Watching
Video/audiovisual
learning
10 minutes You- Tube
4. The lecturer stating the of today’s discussion (approaches in
language testing)
Discussion/
question-answer
1. The students read information about approaches in language testing
from the referenced book and from online learning , then take note
it in her./his note book/laptop
Online learning/
Silent way reading
2. The students and the teacher have interactive discussion which
includes explanation and question answer about approaches in
language testing
Interactive discussion 10 minutes Referenced Book,internet,
notebook
3. The students play card game about approaches in language testing Card Game 15menit Card game, white board/ board
marker
4. The students find the strengths and the weaknesses of 4 approaches
in internet/ referenced book and summary it in their note book/
laptop
Online Learning/
autonomous learning/
silent reading
10 menit PPT,laptop/ LCD, internet
5. The students and the lecturer have discussion about the strengths and
the weaknesses of 4 approaches in language testing
Interactive discussion 15 minutes References book,
Closing 20 minutes

1. The students do the quiz of meeting 2 about 4 approaches in language
testing
Quiz/written test 15 minutes Paper,pen
2. The students and the lecturer review and close the lesson together Interactive question
answer
5 minutes
Blitar, 15 October 2016
Lecturer,

(KAD)
: The students are able to understand 4 approaches and 8 techniques in language testing
Indicators : 3.1 The students are able to identify 8 techniques in Language testing (C1)
3.2 The students are able to explain 8 techniques in language testing. (C2)
3.3 The students are able to describe the strengths and the weaknesses of 8 techniques in language testing
(C2)
Material(s) : 8 Techniques in Language Testing
1. Direct Testing
2. Indirect Testing
3. Discrete Point Testing
5. Norm Referenced Testing
6. Criterion Referenced Testing
7. Objective Testing
8. Subjective Testing
The Strengths and the Weaknesses of 8 Techniques in Language Testing
1. The Strengths and the Weaknesses of Direct Testing

2. The Strengths and the Weaknesses of Indirect Testing
3. The Strengths and the Weaknesses of Discrete Point Testing
4. The Strengths and the Weaknesses of Integrative Testing
5. The Strengths and the Weaknesses of Norm-Referenced Testing
6. The Strengths and the Weaknesses of Criterion Referenced Testing
7. The Strengths and the Weaknesses of Objective Testing
8. The Strengths and the Weaknesses of Subjective Testing
Learning Process
:
ALLOCATION
SOURCES/MEDIA
Opening 20 minutes
question answer
5 minutes PPT
Learning/Watching
Video/audiovisual
learning
4. The lecturer stating the of today’s discussion (8 Techniques
language testing)
Discussion/
question-answer
1. The students read information about 8 techniques in language
testing from the referenced book and from online learning , then
take a note in her./his note book/laptop
Online learning/
Silent way reading
includes explanation and question answer about 8 techniques in
language testing
Interactive discussion 10 minutes Book, internet, laptop/computer/
android, notebook
3. The students play card game about 8 techniques in language
testing
Card Game 15 menit Card game, white board/ board
marker

4. The students find the strengths and the weaknesses of 4
approaches in internet/ reference book and summary it in their
note book/ laptop
Online Learning/
autonomous learning/
silent reading
10 menit PPT,laptop/ LCD, internet
5. The students and the lecturer have discussion about the strengths
and the weaknesses of 4 approaches in language testing
Interactive discussion 15 minutes References book,
Closing 20 minutes
1. The students do the quiz of meeting 3 about 8 techniques in
language testing
Quiz/written test 15 minutes Paper,pen
2. The students and the lecturer review and close the lesson
together
Interactive question
answer
5 minutes
Blitar, 15 October 2016
Lecturer,

(KAD)
: The students are able to understand Types of Test in ELT
Indicators : 4.1 The students are able to explain 5 types of test based on the purpose (C2
4.2 The students are able to differ the test based on the way of scoring (C2)
4.3 The students are able to explain the classification of test based on the Testes who take the test (C2)
4.4 The students are able to differ between standardize test and teacher made-test (C2)
4.5 The students are able to explain types of test based on time (when the test is given) (C2)
Material(s) : Types of test based on the Purpose
1. Achievement test
2. Try out Test
3. Diagnostic Test
4. Selection Test
5. Placement Test
Types of test based on the way of scoring;
1.Objective Test
2. Subjective Test

Test based on the testes who take the test
1. Individual Test
2. Group Test
Test based on the test constructor
1. Standardize Test and
2. Teacher-Made Test
The classification of based on time (when the test is given )
1. Pre- Test
2. Post –Test
3. Formative Test
4. Summative Test
5. Entrance Test
Learning Process
:
ALLOCATION
SOURCES/MEDIA
Opening 20 minutes
question answer
5 minutes PPT
Learning/Watching
Video/audiovisual
learning

4. The lecturer stating the of today’s discussion (Types of test in
ELT)
Discussion/
question-answer
1. The students read information about types of test in ELT from
the referenced book and from online learning , then take a note
in her./his note book/laptop
Online learning/
Silent way reading
includes explanation and question answer about types of test in
ELT
Interactive discussion 20 minutes Book, internet, laptop/computer/
android, notebook
3. The students do matching game about types of test in ELT Matching Game 20 menit Matching game, white board/
board marker
Closing 20 minutes
1. The students do the quiz of meeting 4 about types of test in ELT Quiz/written test 15 minutes Paper,pen
2. The students and the lecturer review and close the lesson
together
Interactive question
answer
5 minutes
Lecturer,

(KAD)
: The students are able to comprehend 7 basic principles in Classroom Language Testing
Time Allotment : 2 x 50 minutes
Indicators : 5.1 The students are able to mention 7 principles in Classroom Language Testing (C1)
5.2 The students are able to explain what is validity of the test (C2)
5.3 The students are able to explain kinds of validity (C2)
5.4 The students are able to explain what is reliability of the test (C2)
5.5 The students are able to explain what is practicality of the test (C2
5.6 The students are able to explain what is wash back in Language Testing (C2)
5.7 The students are able to describe the objectivity of the test (C2)
5.8 The students are able to explain the interpretability of the test (C2)
Material(s) : 7 principles in classroom language testing
1. Validity
2. Reliability
3. Practicality
4. Authenticity
5. Wash back

6. Objectivity
7. Interpretability
Learning Process
ALLOCATION
SOURCES/MEDIA
Opening 20 Minutes
question answer
5 minutes PPT/internet
2. The students watch the video about today’s lesson (some basic
principles in classroom language testing)
Online
Learning/Watching
Video/audiovisual
learning
question-answer
1. The students read /search information about 7 principles in
classroom language testing(Validity, Reliability, Practicality,
Authenticity, wash back, from the referenced book and from
internet and summary the result in her./his note book/laptop
Online learning
Silent way reading
2. The students and the teacher discuss the material together Interactive
discussion/question
answer
20 minutes Referenced Book,/LCD internet,
notebook
3. The students play guessing game about 7 principles in classroom
language testing
Guessing game 20 minutes Guessing game/ whiteboard/
board marker
Closing 60 minutes
1. The students do the quiz of meeting 5 about 7 principles in Quiz/written test 15 minutes Paper,pen

classroom language testing
2. The students and the lecturer close the lesson together 5 minutes
Lecturer,

testing instruments either test or non-test based on the procedures of testing instruments’ construction and
(KAD)
: The Students are able to design various types of testing instruments (Test/Non test) based on the Procedure of
Testing instrument’ Construction
Indicators : 6.1 The students are able to explain some rule in designing multiple choice test (C2)
6.2 The students are able to design 10 items of Vocabulary Test in the form of multiple choice with the theme
”News Item” (P3)
6.3 The students are able to explain some rules in designing True-False Test (C2)
6.4 The students are able to design 10 items of Reading test using True False model with the Theme “Narrative
Text” (P2)
6.5 The students are able to explain some rules in designing Fill in the blanks test (C2)
6.6 The students are able to design 10 items of Listening Test using fill in the blanks model with the theme “
Past Tense” (P3)
6.7 The students are able to explain rules in designing Matching Test (C2)
6.8 The students are able to make 10 items Grammar Test using Matching Test with the theme “WH Questions”
(P3)
6.9 The students are able to explain Rules in Designing Re-arrangement Test (C2)
Material(s) : Some Rules in designing test and example of test
a. multiple choice
b. true-false

c. fill in the blanks
d. matching test
e. Re-arrangement
Learning Process
ALLOCATION
SOURCES/MEDIA
Opening 20 Minutes
question answer
5 minutes PPT/internet
2. The students watch the video about today’s lesson ( rules in
designing test and examples/ models of test )
Online
Learning/Watching
Video/audiovisual
learning
question-answer
1. The students read /search information about examples and rules
in designing multiple choice, true false, fill in the blanks,
matching test and re-arrangement from the referenced book and
from internet and summary the result in her/his note
book/laptop
Online learning
Silent way reading
discussion/question
answer
notebook
5. The students practice in designing multiple choice, true false, fill Practicing in 20 minutes Internet/laptop/ referenced book/

in the blanks, matching test,and re-arrangement test designing test
/learning by doing
paper/ pen
Closing 20 minutes Paper, pen
1. The students and the lecturer review the material together Oral test/question
answer
60 minutes Whiteboard, board marker
2. The lecturer inform the students about task home task about
designing test in the form of creative portfolio and close the
lesson together
10 minutes -
Lecturer,

(KAD)
: The Students are able to design various types of testing instruments (Test/Non test) based on the Procedure of
Testing instrument’ Construction
Indicators : 7.1 The Students are able to explain rules in Designing Easy Test (C2)
7.2 The students are able to make easy test with the theme “Letter Application” (P3)
7.3 The students are able to explain some rules in designing Speaking Test (C2)
7.4 The students are able to design speaking test with the theme “Introducing Yourself”(P3)
7.5 The students are able to explain non-Test Assessments (C2)
7.6 The students are able to make Class observation form (P3)
7.7 The students are able to make Questionnaire form (P3)
Material(s) : Some rules in designing testing instruments test and non-test
a. Some rules in designing Easy test and example of easy test
b. Some rules in designing speaking test/ oral performance test/ example of speaking test
c. Rules in designing non-test instruments and examples of non-test instruments
(Observation, questionnaire etc.)

Learning Process
ALLOCATION
SOURCES/MEDIA
Opening 20 Minutes
question answer
PPT/internet
2. The students watch the video about today’s lesson ( models of
test/non-test assessment )
Online
Learning/Watching
Video/audiovisual
learning
question-answer
1. The students read /search information about examples and rules
in designing easy test, speaking test,non -test assessment ( class
observation and questionnaire ) form referenced book and from
internet and summary the result in her/his note book/laptop
Online learning
Silent way reading
discussion/question
answer
notebook
3. The students practice in designing easy test speaking test and
non test assessment ( observation and questionnaire form)
Practicing in
designing test
/learning by doing
20 minutes Internet/laptop/ referenced book/
paper/ pen
Closing 20 minutes Paper,pen
1. The students and the lecturer review the material together Oral test/question 10 minutes Whiteboard, board marker

answer
2. The lecturer inform the students about task home task(designing
test in the form of creative portfolio) and ask the students to
prepare presentation about how to score and interpret the test
result then close the lesson together
Interactive discussion 10 minutes -
Lecturer,
Meeting 8: MID TEST

LESSON PLAN MEETING 9 and 10
(KAD)
: The students are able to demonstrate how to score and interpret the result of speaking Test
Time Allotment : 4 x 50 minutes ( 2 meetings) meeting 9 (group 1 and 2) meeting 10 (group 3 and 4)
Indicators : 1. The students are able to identify speaking scoring rubric in group of 5-6 Students
2. The students are able to demonstrate how to use scoring rubric to score speaking test and interpret the result of
speaking test in group of 5-6 students
Material(s) : How to score and interpret speaking test result
Learning Process
Meeting 9
TEACHING LEARNING PROCESS METHOD TIME ALLOCATION SOURCES/MEDIA

ACTIVITIES
Opening 10 Minutes
1. Lecturer greats the students and review
yesterday material
Discussion/interactive
question answer
2,5 minutes PPT/referenced book
2. The students identifying scoring rubric of
speaking test
Identifying scoring
rubric through
internet/online
learning
5 minutes Internet/referenced book
3. The lecturer stating the main point of today’s
discussion (presentation about how to score and
interpret the result of speaking test)
Discussion/
question-answer
Main Activities 80 minutes (2 groups)
1. The students do presentation / demonstration
about how to score and interpret the result of
speaking test
Demonstration/
Collaborative
learning
30 minutes (group 1)
30 minutes (group2 )
Referenced Book,internet,
2. The students have discussion / question answer
about the topic
Interactive
discussion/question
answer
Referenced Book,/LCD internet,
notebook, paper, pen
Closing 10 minutes
1. The students and the lecturer review the material
together
Oral test/question
answer
2. The students and the lecturer close the lesson
together
Closing the
lesson/leaving
5 minutes -
Meeting 10
TEACHING LEARNING PROCESS
ACTIVITIES
METHOD TIME ALLOCATION SOURCES/MEDIA
Opening 10 Minutes
1. Lecturer greats the students and review Discussion/interactive 2,5 minutes PPT/referenced book

yesterday material question answer
speaking test
Identifying scoring
rubric through
internet/online
learning
interpret the result of speaking test)
Discussion/
question-answer
speaking test
Demonstration/
Collaborative
learning
about the topic
Interactive
discussion/question
answer
notebook
Closing 10 minutes
1. The students and the lecturer review the
material together
Oral test/question
answer
together
Closing the
lesson/leaving
5 minutes -
Lecturer,

LESSON PLAN
MEETING 11 and 12
(KAD)
: The students are able to demonstrate how to score and interpret the result of writing Test
Indicators : 1. The students are able to identify writing scoring rubric in group of 5-6 Students
2. The students are able to demonstrate how to use scoring rubric to score writing test and interpret the result of
writing test in group of 5-6 students
Material(s) : How to score and interpret writing test result
Learning Process
Meeting 11
ACTIVITIES
Opening 10 Minutes
1. Lecturer greats the students and review Discussion/interactive 2,5 minutes PPT/referenced book

yesterday material question answer
2. The students identifying scoring rubric of writing
test
Identifying scoring
rubric through
internet/online
learning
interpret the result of writing test)
Discussion/
question-answer
writing test
Demonstration/
Collaborative
learning
about the topic that have been presented
Interactive
discussion/question
answer
Closing 10 minutes
together
Oral test/question
answer
together
Closing the
lesson/leaving
5 minutes -
Meeting 12
ACTIVITIES
Opening 10 Minutes
yesterday material
question answer
2. The students identifying scoring rubric of writing
test
Identifying scoring
rubric through

internet/online
learning
interpret the result of writing test)
Discussion/
question-answer
writing test
Demonstration/
Collaborative
learning
about the topic
Interactive
discussion/question
answer
Closing 10 minutes
together
Oral test/question
answer
together
Closing the
lesson/leaving
5 minutes -
Lecturer,

LESSON PLAN MEETING 13 and 14
(KAD)
: The students are able to demonstrate how to score and interpret the result of reading Test
Indicators : 1. The students are able to identify reading scoring rubric in group of 5-6 Students
2. The students are able to demonstrate how to use scoring rubric to score reading test and interpret the result of
reading test in group of 5-6 students
Material(s) : How to score and interpret reading test result
Learning Process
Meeting 13
ACTIVITIES
Opening 10 Minutes
yesterday material
question answer
2. The students identifying scoring rubric of Identifying scoring 5 minutes Internet/referenced book

reading test rubric through
internet/online
learning
interpret the result of reading test)
Discussion/
question-answer
reading test
Demonstration/
Collaborative
learning
Interactive
discussion/question
answer
Closing 10 minutes
together
Oral test/question
answer
together
Closing the
lesson/leaving
5 minutes -
Meeting 14
ACTIVITIES
Opening 10 Minutes
yesterday material
question answer
reading test
Identifying scoring
rubric through

internet/online
learning
interpret the result of reading test)
Discussion/
question-answer
reading test
Demonstration/
Collaborative
learning
about the topic
Interactive
discussion/question
answer
Closing 10 minutes
together
Oral test/question
answer
2. he students and the lecturer close the lesson
together
Closing the
lesson/leaving
5 minutes -
Lecturer,

(KAD)
: The students are able to demonstrate how to score and interpret the result of listening test
Indicators : 1. The students are able to identify listening scoring rubric in group of 5-6 Students
2. The students are able to demonstrate how to use scoring rubric to score listening test and interpret the result of
the test in group of 5-6 students
Material(s) : How to score and interpret listening test result
Learning Process
Meeting 15
ACTIVITIES
Opening 10 Minutes
yesterday material
question answer
2. The students identifying scoring rubric of Identifying scoring 5 minutes Internet/referenced book

listening test rubric through
internet/online
learning
interpret the result of listening test)
Discussion/
question-answer
listening test
Demonstration/
Collaborative
learning
Interactive
discussion/question
answer
5 minutes (group 1)
5 minutes (group 2)
5 minutes (group 3)
5 minutes (group 4)
Closing 10 minutes
together
Oral test/question
answer
together
Closing the
lesson/leaving
5 minutes -
Lecturer,

TUGAS 5
KONTRAK KULIAH
Oleh:
UNIVERSITAS ISLAM BALITAR (UNISBA)-Blitar
KEMENTERIAN RISET TEKNOLOGI PENDIDIKAN
TINGGI
WILAYAH VII
TAHUN 2017

COURSE CONTRACT
1. COURSE IDENTITY
Institution/Faculty/
Department
: Islamic University of Balitar / Faculty of teacher
Training and Education /English Department
Course Title : Language Testing
Course Code : MB02
SKS : 2
Semester : 5
Core course : -
Lecturer : Dian Fadhilawati, M.Pd.
2. COURSE BENEFITS
By joining and passing this course (minimum got B score) the students will able to:
a. Understand about testing, assessing and teaching
b. Understand 4 approaches and 8 techniques in language testing
c. Understand types of test in English Language Teaching
d. Understand 7 basic principles in classroom language testing
e. Understand some procedures in designing testing instruments (Test/non-test)
f. Understand how to score and interpret the result of speaking, writing, reading and
listening test
g. Design various models of testing instruments (test/ non-test)
h. Demonstrate how to score and interpret the result of speaking, writing, reading and
listening test collaboratively, creatively and interestingly
i. Join Classroom Based Assessment Course in the next semester
3. COURSE DESCRIPTION
This course provides students with an understanding of background knowledge and some
basic principles of language testing in English Language Teaching, including the definition
and, the function of test, the relationship among testing, assessing and teaching, 4 approaches
in language testing (Easy Translation Approach, Integrative Testing Approach, Integrative
Testing Approach and Performance Testing Approach) and 8 techniques in language testing
(Direct Testing, Indirect Testing, Discrete Point Testing, Integrative Testing, Norm Referenced
Testing, Criterion Referenced Testing , Objective Testing, and Subjective Testing), many types of
tests, some basic principle in classroom language testing (validity, reliability, practicality,
authenticity, wash back, and objectivity), the procedures of testing instruments either test or
non-test non constructions it includes: multiple choice, true-false, fill in the blanks, matching,
re-arrangement, easy, oral performance observation, and questionnaire. Moreover, this course
is more emphasized on the students’ in designing testing instruments and demonstrating how
to score and interpret the test result of speaking, writing, reading and listening

4. LEARNING OUTCOME, PLANNED LEARNING OUTCOMES INDICATORS
AND MATERIALS
LEARNING
OUTCOME
: After joining the course, the fifth semester students of
English Department at Islamic University of Balitar are
able to understand some basic knowledge and principles
of language testing , design various models of testing
instruments either test or non-test based on the procedures
of testing instruments construction and demonstrate how
to score and interpret the test result collaboratively,
creatively and interestingly
NO
PLANNED
LEARNING
OUTCOMES(s)
INDICATORS MATERIALS
to understand about
testing, assessing and
teaching
explain the definition of test
(C2)
explain 5 functions of test in
ELT (C2)
explain the relationship among
testing, assessing, and
teaching (C2)
Definition of test
The functions of test in ELT
The relationship among
testing, assessing, and
teaching
to understand some
approaches and
techniques in
language testing
2.2 the students are able to explain
4 approaches of language
testing in ELT (C2)
describe the strengths and the
weaknesses of 4 approaches of
language testing in ELT (C2)
identify 8 techniques of
Language testing (C1)
Testing Approaches
13.Easy Translation
Approach
Approach
15.Communicative Testing
Approach
16.Performance testing
approach
4 Approaches in Language
Testing
weaknesses of 4 approaches in
Language Testing
25.Direct Testing
26.Indirect Testing
27.Discrete Point Testing
28.Integrative Testing

8 techniques in language
testing. (C2)
describe the strengths and the
weaknesses of 8 techniques in
29.Norm Referenced Testing
30. Criterion Referenced
Testing
31.Objective Testing
32.Subjective Testing
weaknesses of 8 techniques
in language Testing
3 The students are
able to understand
Types of Test in ELT
5 types of test based on the
purpose (C2)
3.2 The students are able to differ
the test based on the way of
scoring (C2)
the classification of test based
on the Testes who take the test
(C2)
3.4 The students are able to differ
between standardize test and
teacher made-test (C2)
types of test based on time (
when the test is made)
Types of test
Based on : The Purpose
16.Achievement test
17.Try out Test
18.Diagnostic Test
19.Selection Test
20.Placement Test
Types of test based on the way
of scoring;
 Objective Test
 subjective Test
Test Based on The Testes who
take the test
 Individual Test
 Group Test
Constructor
 Standardize Test and
The classification of Based on
Time
 Pre- Test
 Post –Test
 Formative Test
 Summative Test
 Entrance test
to comprehend some
basic principles in
Classroom Language
Testing
mention 6 principles in
Classroom Language Testing
(C1)
what is validity of the test (C2)
Some Basic Principles in
Classroom Language Testing
21. Validity
22. Reliability
23. Practicality
24. Authenticity
25. Wash back
26. Objectivity
Test validity

explain kinds of validity (C2)
explain what is reliability of
the test (C2)
explain what is practicality of
the test (C2)
explain what is wash back in
Language Testing (C2)
describe the objectivity of the
test (C2)
explain what is interpretability
of the test (C2)
Kinds of Validity
Wash back in Language
Testing
Objectivity of the Test
Interpretability of the test
5 The Students are able
to design various
types of testing
instruments (Test/Non
test) based on the
Procedure of Testing
instruments
construction.
some rule in designing
multiple choice test (C2)
10 items of Vocabulary Test
in the form of multiple
choice with the theme
”News Item” (P
some rules in designing
True-False Test
10 items of Reading test
using True False model with
the Theme “Narrative Text”
some rules in designing Fill
in the blanks test (C2)
design 10 items of
Listening Test using fill in
the blanks model with the
theme “ Past Tense” (C6)
rules in designing Matching
Test (C2)
Rule in Designing Multiple
Choice Test
Example of Vocabulary Test
using Multiple Choice Model
Rules in Designing True-False
Test
Example of Reading Test using
True-False Model
Rules in Designing Fill in the
blanks test
Example of Listening Test
using Fill in the Blanks model
Some Rules in
Designing Matching Test

Laporan pekerti Dian Fadhilawati- Universitas Islam Balitar

Laporan pekerti Dian Fadhilawati- Universitas Islam Balitar

Recommended

Recommended

More Related Content

What's hot

What's hot (15)

Similar to Laporan pekerti Dian Fadhilawati- Universitas Islam Balitar

Similar to Laporan pekerti Dian Fadhilawati- Universitas Islam Balitar (20)

More from Dian Fadhilawati

More from Dian Fadhilawati (11)

Recently uploaded

Recently uploaded (20)

Laporan pekerti Dian Fadhilawati- Universitas Islam Balitar