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Baru-baru ini Pemerintah Indonesia mengumumkan Pengadaan Pegawai Pemerintah dengan Perjanjian Kerja (PPPK) untuk memperkuat tenaga pendidik di sekolah-sekolah negeri. Guru Bahasa Inggris menjadi salah satu fokus utama program ini, mengingat pentingnya kemampuan berbahasa Inggris dalam era globalisasi saat ini.
Artikel ini bertujuan untuk memberikan pemahaman mendalam mengenai soal kompetensi teknis yang mungkin dihadapi oleh calon PPPK Guru Bahasa Inggris, beserta pembahasannya. Dengan memahami soal-soal ini, diharapkan calon guru dapat mempersiapkan diri dengan baik untuk menghadapi ujian seleksi PPPK.
Semoga artikel ini dapat memberikan panduan yang berguna bagi calon guru Bahasa Inggris dalam mengarungi proses seleksi PPPK dengan percaya diri dan sukses.
Kompetensi Teknis
Kompetensi teknis pada tes ASN (Aparatur Sipil Negara) P3K (Penerimaan Pegawai Pemerintah dengan Perjanjian Kerja) untuk guru Bahasa Inggris mengacu pada keterampilan dan pengetahuan khusus yang diperlukan untuk memenuhi tugas-tugas yang terkait dengan posisi tersebut.
Dalam konteks ini, kompetensi teknis akan mencakup pemahaman mendalam tentang mata pelajaran Bahasa Inggris, metode pengajaran yang efektif, pemahaman tentang kurikulum yang berlaku, serta kemampuan untuk merencanakan, melaksanakan, dan mengevaluasi pembelajaran.
Dengan demikian, kompetensi teknis pada tes ASN P3K untuk guru Bahasa Inggris sangat penting untuk memastikan bahwa calon pegawai memiliki kemampuan yang diperlukan untuk menjadi pendidik yang efektif dalam mata pelajaran tersebut.
Soal Kompetensi Teknis P3K Guru Bahasa Inggris
Soal 1
Which option correctly identifies the type of adverbial clause in the sentence?
“Although it was raining heavily, they decided to go for a hike.”
A) Time adverbial clause
B) Cause and effect adverbial clause
C) Contrast adverbial clause
D) Condition adverbial clause
Correct Answer: C) Contrast adverbial clause
Explanation: The adverbial clause “Although it was raining heavily” presents a contrast to the main clause, indicating a different situation or circumstance. Adverbial clauses of contrast often begin with subordinating conjunctions like “although,” “while,” “even though,” etc. Options A, B, and D do not accurately describe the type of adverbial clause present in the sentence.
Soal 2
What is the correct form of the verb to complete the conditional type 1 sentence below?
“If Sarah studies hard, she ________ a good grade on the test.”
A) get
B) gets
C) got
D) getting
Correct Answer: B) gets
Explanation: In conditional type 1 sentences, the if-clause (conditional clause) uses the present simple tense, and the main clause (result clause) uses “will + base form of the verb” or simply the base form of the verb. Therefore, the correct form to complete the sentence is “gets,” as it follows the present simple tense. Options A, C, and D use incorrect verb forms or tenses for this sentence structure.
Soal 3
Identify the sentence with the correct relative pronoun:
A) The woman who gave me a ride to work is my neighbor.
B) The dog barked at the mailman whom delivered a package.
C) I admire people which are always kind to others.
D) She found her keys in the purse where she left them.
Correct Answer: A) The woman who gave me a ride to work is my neighbor.
Explanation: Option A contains the correct relative pronoun “who,” which correctly introduces the relative clause “who gave me a ride to work.” The relative clause provides additional information about “the woman.” Options B, C, and D use incorrect relative pronouns (“whom,” “which,” and “where,” respectively) or misuse relative pronouns in their respective clauses.
Soal 4
What is the correct form of the verb to complete the conditional type 2 sentence below?
“If I ________ you, I would apologize.”
A) was
B) were
C) am
D) be
Correct Answer: B) were
Explanation: In conditional type 2 sentences, the if-clause (conditional clause) typically uses the past simple tense (especially with the verb “to be”), and the main clause (result clause) uses “would + base form of the verb.” Therefore, the correct form to complete the sentence is “were,” which is the subjunctive form used with the pronoun “I” in this context. Options A, C, and D use incorrect verb forms or tenses for this sentence structure.
Soal 5
Identify the antonym of the verb “to promote” in the following sentence:
“Due to his consistent poor performance, the company decided to _____ him to a lower position.”
A) Elevate
B) Demote
C) Boost
D) Advance
Correct Answer: B) Demote
Explanation: In the context of career advancement or position within an organization, the antonym of “to promote” is “to demote.” Promoting someone means advancing them to a higher position or rank, while demoting means lowering their position or rank, often due to poor performance or other reasons. Options A, C, and D are synonyms or closely related words to “to promote” but they do not serve as antonyms in this context.
Soal 6
Miss Tenry is concerned about her students’ reading comprehension skills, particularly their ability to analyze and interpret complex texts. Which assessment instrument would be most suitable for evaluating the students’ comprehension and critical thinking skills?
A) True/false statements based on a short passage.
B) Multiple-choice questions assessing basic plot details.
C) Group discussion analyzing themes and character development.
D) Matching exercises with vocabulary words and their definitions.
Correct Answer: C) Group discussion analyzing themes and character development.
Explanation: While true/false statements (option A) and multiple-choice questions (option B) may assess comprehension to some extent, they primarily focus on surface-level understanding rather than critical analysis. Matching exercises (option D) primarily assess vocabulary knowledge. Option C, group discussion analyzing themes and character development, encourages students to delve deeper into the text, requiring them to think critically, express their interpretations, and engage in meaningful discourse with peers. This assessment instrument is most suitable for evaluating comprehension and critical thinking skills as it prompts students to analyze the text beyond its basic elements.
Soal 7
Read the following announcement!
“Effective immediately, all teachers are required to submit their lesson plans for the upcoming week by Friday noon. Failure to comply may result in disciplinary action. Thank you for your cooperation.”
What is the main purpose of this announcement?
A) To remind teachers of an upcoming deadline
B) To notify teachers of a change in policy
C) To inform teachers of disciplinary measures
D) To express gratitude for cooperation
Correct Answer: A) To remind teachers of an upcoming deadline
Explanation: While options B, C, and D may seem relevant, the announcement primarily serves as a reminder for teachers to submit their lesson plans by a specific deadline, rather than announcing a change in policy, outlining disciplinary measures, or expressing gratitude.
Soal 8
Please, read the following transactional conversation text! Questions 8 through 10 are based on the information provided in the text.
Teacher: Good morning class, today we’re going to discuss the themes of power and corruption in Shakespeare’s play “Macbeth.” Let’s start by analyzing Act 1, Scene 3. Who can summarize the main events of this scene?
Student 1: In Act 1, Scene 3, Macbeth and Banquo encounter three witches who make prophecies about their futures.
Teacher: That’s correct. Now, what do these prophecies suggest about the characters’ ambitions?
Student 2: The prophecies indicate that Macbeth may be tempted to pursue power through corrupt means, as he is promised the throne, which fuels his ambition and eventually leads to his downfall.
Teacher: Very insightful analysis. Let’s delve deeper into the consequences of unchecked ambition as we continue our study of the play.
What is the primary objective of the transactional conversation text between the teacher and the students?
A) To assess the students’ understanding of the plot of “Macbeth.”
B) To explore the historical context of Shakespeare’s plays.
C) To facilitate a deeper analysis of the themes of power and corruption in “Macbeth.”
D) To discuss the supernatural elements present in Act 1, Scene 3 of “Macbeth.”
Correct Answer: C) To facilitate a deeper analysis of the themes of power and corruption in “Macbeth.”
Explanation: Throughout the conversation, the teacher guides the students towards a deeper understanding of the themes of power and corruption in “Macbeth.” The teacher’s questions and responses are geared towards encouraging the students to analyze and interpret the text in relation to these themes. Options A, B, and D are not supported by the focus of the conversation.
Soal 9
What instructional approach does the teacher employ in the conversation?
A) Lecture-based instruction
B) Socratic questioning
C) Experiential learning
D) Direct instruction
Correct Answer: B) Socratic questioning
Explanation: The teacher engages the students through questioning, guiding them towards deeper analysis and understanding of the text. This approach is characteristic of Socratic questioning, where the teacher facilitates critical thinking and exploration of ideas through a series of probing questions. Options A, C, and D do not align with the interactive and inquiry-based nature of the teacher’s approach in the conversation.
Soal 10
What implicit message can be inferred from the transactional conversation text between the teacher and the students?
A) The teacher expects students to memorize plot details rather than critically analyze thematic elements.
B) Students are encouraged to engage in independent research to enhance their understanding of Shakespearean literature.
C) The teacher values insightful interpretations and encourages students to think critically about complex themes.
D) Students should focus solely on the supernatural elements in “Macbeth” rather than broader thematic concerns.
Correct Answer: C) The teacher values insightful interpretations and encourages students to think critically about complex themes.
Explanation: The teacher’s response to the student’s analysis with “Very insightful analysis” suggests that the teacher values critical thinking and encourages students to delve deeper into the complexities of literature. This implicit message indicates an appreciation for thoughtful interpretation rather than surface-level understanding. Options A, B, and D are not supported by the teacher’s response or the context of the conversation.
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