Bahasa Inggris - S1

RENCANA PEMBELAJARAN SEMESTER
PROGRAM STUDI SASTRA INGGRIS – UNIVERSITAS GUNADARMA
Tanggal Penyusunan
Kode dan Nama MK
SKS dan Semester
Prasyarat
Status Mata Kuliah
Dosen Pengampu
Capaian
Pembelajaran
Mata Kuliah

3/09/2016

Tanggal revisi

-

IT061252
ASESMEN PEMBELAJARAN BAHASA
SKS

2
Semester
VI (ATA)
[√] Wajib
[... ] Pilihan
Sikap

1.

Bertakwa kepada Tuhan Yang Maha Esa dan mampu
menunjukkan sikap religius.
2. Menjunjung tinggi nilai kemanusiaan dalam
menjalankan tugas berdasarkan agama, moral, dan
etika.
3. Berkontribusi dalam peningkatan mutu kehidupan
bermasyarakat, berbangsa, bernegara, dan kemajuan
peradaban berdasarkan Pancasila.
4. Berperan sebagai warga negara yang bangga dan
cinta tanah air, memiliki nasionalisme serta rasa
tanggung jawab pada negara dan bangsa.

5. Menghargai keanekaragaman budaya, pandangan,
agama, dan kepercayaan, serta pendapat atau temuan
orisinal orang lain.
6. Bekerja sama dan memiliki kepekaan sosial serta
kepedulian terhadap masyarakat dan lingkungan.
7. Taat hukum dan disiplin dalam kehidupan
bermasyarakat dan bernegara.
8. Menginternalisasi nilai, norma, dan etika akademik.
9. Menunjukkan
sikap
bertanggungjawab
atas
pekerjaan di bidang keahliannya secara mandiri.
10. Menginternalisasi semangat kemandirian, kejuangan,
dan kewirausahaan.

1.

Deskripsi Umum
(Silabus)


Metode
Pembelajaran

Mampu menerapkan pemikiran logis, kritis,
sistematis,
dan
inovatif
dalam
konteks
pengembangan atau implementasi ilmu pengetahuan
dan teknologi yang memperhatikan dan menerapkan
nilai humaniora yang sesuai dengan bidang
keahliannya.
2. Mampu menunjukkan kinerja mandiri, bermutu, dan
terukur.
3. Mampu mengkaji implikasi pengembangan atau
implementasi ilmu pengetahuan dan teknologi yang
memperhatikan dan menerapkan nilai humaniora
sesuai dengan keahliannya berdasarkan kaidah, tata

cara dan etika ilmiah dalam rangka menghasilkan
solusi, gagasan, desain atau kritik seni.
4. Mampu menyusun deskripsi saintifik hasil kajian
tersebut di atas dalam bentuk skripsi atau laporan
tugas akhir, dan mengunggahnya dalam laman
perguruan tinggi.
Ketrampilan
Umum
5. Mampu mengambil keputusan secara tepat dalam
konteks penyelesaian masalah di bidang keahliannya,
berdasarkan hasil analisis informasi dan data.
6. Mampu memelihara dan mengembangkan jaringan
kerja dengan pembimbing, kolega, sejawat baik di
dalam maupun di luar lembaganya.
7. Mampu bertanggungjawab atas pencapaian hasil
kerja kelompok dan melakukan supervisi serta
evaluasi terhadap penyelesaian pekerjaan yang
ditugaskan kepada pekerja yang berada di bawah
tanggungjawabnya.
8. Mampu melakukan proses evaluasi diri terhadap

kelompok
kerja
yang
berada
di
bawah
tanggungjawabnya,
dan
mampu
mengelola
pembelajaran secara mandiri.
9. Mampu
mendokumentasikan,
menyimpan,
mengamankan, dan menemukan kembali data untuk
menjamin kesahihan dan mencegah plagiasi.
Mampu memahami konsep-konsep penting tentang
Pengetahuan
assessment kemampuan bahasa baik untuk kebutuhan
tes terstandarisasi maupun untuk kebutuhan

Mahasiswa mampu memahami konsep-konsep assessment
kemampuan bahasa, mengkritisi teknik-teknik instrumen
assessment, mampu menerapkan assessment dan membuat
Ketrampilan
instrumen assessment sesuai kebutuhan dan mampu
Khusus
melakukan investigasi ilmiah seputar isu language
assessment, serta melaporkan dalam bentuk penulisan
ilmiah.
Mata kuliah ini membahas konsep-konsep penting tentang assessment
kemampuan bahasa, jenis-jenis dan teknik-teknik assessment, cara merancang
instrumen-instrumen assessment formal dan membimbing mahasiswa untuk
belajar melakukan investigasi ilmiah dalam bidang language assessment.
√ 4. Praktik Laboratorium
.....
1. Ceramah/Kuliah Pakar
√ 5. Self-Learning (V-Class)
2. Problem Based
Learning/FBD
√ 6. Lainnya: Small Group


3. Project Based Learning
Discussion, Cooperative
Learning, Collaborative Learning

Pengalaman
Belajar/Tugas

a. Tayangan Presentasi
b. Review textbook/Jurnal

√ c. Online exercise/kuiz (V-class)
…. d. Lainnya: diskusi kelompok
untuk memecahkan masalah,
menganalisa instrumen
assessment, menentukan dan
menerapkan teknik assessment
yang sesuai

….



(1) Bachman, L. F., & Palmer, A. S. (1996). Designing Language Test. Oxford: Oxford
University Press.

(2) Brown, H. D. (2004). Language Assessment: Principles and Classroom
Referensi

Practices. New York: Pearson Education Inc.

(3) Hughes, A. (2012). Testing for Language Teachers (2nd Ed.). Cambridge:
Cambridge University Press.

(4) Weir, C. (2005). Language Testing and Validation: An Evidence-based
Approach. New York: Palgrave Macmillan.

Bahan Kajian
(Materi
Pelajaran)


Metode /
Bentuk
Pembela
jaran

Indikator

teknik
assessment

Instruksi

aspek kriteria penilaian
(dimensi)

Bobot
penilaian

Assessment
techniques


Grades

Minggu

Kemampuan Akhir yang
Diharapkan

1 mahasiswa mampu
menjelaskan konsep
assessment kemampuan
bahasa secara umum, dan
mampu membedakan &
membandingkan jenis-jenis
assessment kemampuan
bahasa
2 mahasiswa mampu
menjelaskan &
membandingkan antara
construct, content &

criterion-related validity

orientasi
perkuliahan,
Definisi &
jenis-jenis
assessment

SGD,
tayangan
,
presenta
si, CL

kemampuan
mahasiswa dalam
menjelaskan &
membandingkan jenisjenis assessment

reflective
journal
(essay)

Tolong jelaskan &
bandingkan antara
jenis-jenis
assessment yang
telah dibahas di
pertemuan
pertama.

task achievement, clarity
of explanation, depth of
explanation

max 15
points

attendance,
individual
reflective
journals &
class
participation

20
%

construct,
content &
criterionrelated validity

Tolong jelaskan &
bandingkan antara
Construct, Content
dan Criterionrelated Validity.

task achievement, clarity
of explanation, depth of
explanation

max 15
points

group test
design
assignments

20
%

Reliability &
washback

kemampuan
mahasiswa dalam
menjelaskan &
membandingkan
construct, content &
criterion-related
validity
kemampuan
mahasiswa dalam
menjelaskan &
memberikan contoh
tentang konsep
reliability & washback
dalam test
kemampuan bahasa

reflective
journal
(essay)

3 mahasiswa mampu
menjelaskan & memberikan
contoh tentang konsep
reliability & washback dalam
test kemampuan bahasa

SGD,
presenta
si,
analisa
test,
simulasi,
CL
SGD,
tayangan
,
presenta
si,
simulasi,
CL

reflective
journal
(essay)

Tolong jelaskan dan
berikan contoh dari
Reliability dan
Washback.

task achievement, clarity
of explanation, depth of
explanation

max 15
points

individual
test design &
rationale
assignment

30
%

4 mahasiswa mampu
menjelaskan tentang micro &
macro listening-speaking
skills secara umum &
menggunakannya untuk
dasar rujukan assessment

Micro & macro
listeningspeaking skills

SGD,
simulasi,
presenta
si, CL

kemampuan
mahasiswa dalam
menjelaskan micro &
macro listeningspeaking skills secara
umum & memberikan
contoh
penggunaannya

reflective
journal
(essay)

5 mahasiswa mampu
menjelaskan tentang micro &
macro reading-writing skills
secara umum &
menggunakannya untuk
dasar rujukan assessment

Micro & macro
reading-writing
skills

SGD,
simulasi,
presenta
si, CL

kemampuan
mahasiswa dalam
menjelaskan micro &
macro reading-writing
skills secara umum &
memberikan contoh
penggunaannya

reflective
journal
(essay)

6 mahasiswa mampu membuat
instrumen test umum

Common
testing
techniques

SGD,
simulasi,
presenta
si, CL

kemampuan
mahasiswa dalam
membuat tipe-tipe
test umum

Test design

Tolong jelaskan
secara umum
tentang micro &
macro listening &
speaking skills dan
jelaskan
manfaatnya untuk
language
assessment
Tolong jelaskan
secara umum
tentang micro &
macro reading &
writing skills dan
jelaskan
manfaatnya untuk
language
assessment

task achievement, clarity
of explanation, depth of
explanation

max 15
points

task achievement, clarity
of explanation, depth of
explanation

max 15
points

Tolong buat test
untuk menguji
kemampuan
kognitif

quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language

max 30
points

individual
academic
paper

30
%

7 mahasiswa mampu membuat
test untuk kemampuan
menyimak

membuat test
untuk
kemampuan
menyimak

SGD,
presenta
si, CL,
PBL

kemampuan
mahasiswa dalam
membuat test untuk
kemampuan
menyimak

Test design

Tolong buat test
untuk menguji
kemampuan
menyimak

quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language

max 30
points

8 mahasiswa mampu membuat
test untuk kemampuan
berbicara

membuat test
untuk
kemampuan
berbicara

SGD,
presenta
si, CL,
PBL

kemampuan
mahasiswa dalam
membuat test untuk
kemampuan berbicara

Test design

Tolong buat test
untuk menguji
kemampuan
berbicara

quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language

max 30
points

9 mahasiswa mampu membuat
test untuk kemampuan
membaca

membuat test
untuk
kemampuan
membaca

SGD,
presenta
si, CL,
PBL

kemampuan
mahasiswa dalam
membuat test untuk
kemampuan membaca

Test design

Tolong buat test
untuk menguji
kemampuan
membaca

quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language

max 30
points

10 mahasiswa mampu membuat
test untuk kemampuan
menulis

membuat test
untuk
kemampuan
menulis

SGD, CL,
presenta
si, PBL

kemampuan
mahasiswa dalam
membuat test untuk
kemampuan menulis

Test design

Tolong buat test
untuk menguji
kemampuan
menulis

quality of the construct,
content & criterionrelated validity, expected
reliability, possible
washback, clarity &
appropriacy of the
operations, profile of the
test takers, clarity of the
test type & task, clarity of
the language

max 30
points

11 mahasiswa mengumpulkan
tugas rancangan instrumen
assessment beserta rasional
sebagai tugas tengah
semester

pengumpulan
tugas tengah
semester

pengum
pulan
tugas
tengah
semester

kemampuan
mahasiswa dalam
merancang instrumen
assessment beserta
penjelasan
rasionalnya.

test design
& rationale

tolong buat
instrumen untuk
menguji
kemampuan
bahasa berikut
rasionalnya

quality of the test and
the rationale

12 mahasiswa mampu
menentukan isu/topik untuk
investigasi ilmiah

possible issues
for scientific
investigation

SGD,
presenta
si, CL,
PBL

kemampuan
mahasiswa dalam
menentukan
isue/topik untuk
investigasi ilmiah

class
participatio
n

Tentukan topik
seputar language
assessment untuk
investigasi ilmiah

relevance, clarity,
feasibility

max 15
points

13 mahasiswa mampu
menyebutkan & menjelaskan
teknik-teknik assessment for
receptive skills

informal
assessment for
receptive skills

SGD,
tayangan
,
presenta
si, CL

kemampuan
mahasiswa dalam
menjelaskan teknikteknik assessment for
receptive skills

report of
classroom
observation
s

Jelaskan teknikteknik assessment
yang diterapkan di
kelas-kelas yang
anda amati.

task achievement, clarity
of explanation, depth of
explanation

max 15
points

14 mahasiswa mampu
menyebutkan & menjelaskan
teknik-teknik assessment for
productive skills

non-test
assessment for
productive
skills

SGD,
tayangan
,
presenta
si, CL

kemampuan
mahasiswa dalam
menjelaskan teknikteknik assessment for
productive skills

report of
classroom
observation
s

Jelaskan teknikteknik assessment
yang diterapkan di
kelas-kelas yang
anda amati.

task achievement, clarity
of explanation, depth of
explanation

max 15
points

15 mahasiswa mampu memiliki
pemahaman dan membuat
laporan investigasi ilmiah
sederhana yang lebih baik

review

diskusi
kelas

kemampuan
mahasiswa dalam
menjelaskan konsep
yang telah dipelajari
dan menyampaikan
perkembangan
investigasi ilmiahnya

class
participatio
n

Tentukan topik
seputar language
assessment untuk
investigasi ilmiah

relevance, clarity,
feasibility

max 15
points

16 mahasiswa mengumpulkan
laporan investigasi ilmiah
sebagai tugas akhir semester

pengumpulan
tugas akhir
semester

pengum
pulan
tugas
akhir
semester

kemampuan
mahasiswa dalam
melaporkan hasil
investigasi ilmiah

Academic
paper

Tentukan salah satu
topik seputar
language
assessment,
investigasi,
laporkan dan
diskusikan dalam
format academic
paper sesuai
dengan ketentuan
penulisan
akademik.

task achievement,
mastery of the concepts,
quality of the
introduction, research
question, literature
review, discussion of the
analysis, conclusion,
coherence & cohesion,
grammatical accuracy,
originality &
acknowledgement of
references

Tugas Test Design & Rationale (UTS)

No
1

Dimensions/grades
Clarity of the test
booklet

5
clearly presented all
components i.e. table of
specifications, operations, test
objective, test takers' level,
prior instruction, test tasks,
rubric if testing performance

4
presented all components
but few are not very clear

3
missed a few components
and few are not clear

2
missed more components
or more components are
unclear

1
missed many
components or many are
unclear

2

established
construct validity

high construct validity

good construct validity

satisfactory construct
validity

poor construct validity

very poor construct
validity

3

establish content
validity

high content validity

good content validity

satisfactory content
validity

poor content validity

very poor content validity

4

establish criterionrelated validity

high criterion-related validity

good criterion-related
validity

satisfactory criterionrelated validity

poor criterion-related
validity

very poor criterionrelated validity

5

aim to generate
good reliability

likely to generate high
reliability

likely to generate good
reliability

likely to generate
acceptable reliability

likely to generate poor
reliability

likely to generate very
poor reliability

6

aim to create
positive washback

likely to generate substantially
positive washback

likely to generate good
positive washback

likely to generate negative
washback

likely to generate very
negative washback

7

clarity of the
rationale

provided profoundly clear &
convincing rationale

well provided clear &
convincing rationale

likely to generate some
positive washback or at
least unlikely to create
negative washback
provided sufficiently clear
& convincing rationale

provided unclear & less
convincing rationale

provided unclear & very
weak rationale

8

coherence &
cohesion

wrote a very well structured
rationale

wrote a well-structured
rationale

wrote a sufficiently
structured rationale

wrote a poorly structured
rationale

wrote an unstructured
rationale

9

grammatical
accuracy

Very few errors

More errors with some
confusion

More errors with more
confusion

Many errors with severe
confusion

10

originality &
acknowledgement of
references

Showed high commitment
of maintaining originality
and well acknowledged
references

few errors but no
confusion
Showed good
commitment of
maintaining originality
and sufficiently
acknowledged
references

Showed acceptable
commitment of
maintaining originality
but insufficiently
acknowledged some of
the references

Poor commitment in
using own words and in
acknowledging
references

Do clear and tremendous
plagiarism

Tugas investigasi ilmiah tentang language assessment (UAS)
No Aspects/grades
1 Task achievement

4
robustly achieved the task:
strongly stated the research
question, strongly stated how
to answer the question,
provided clear and strong
discussion, provided strong and
required answer to the
question

3
Clearly achieved the task: clearly stated
the research question, clearly stated
how to answer the question, provided
clear and relevant discussion, provided
required answer to the question

2
Relatively achieved the task: managed to
state the research question, managed to
mention how to answer the question,
provided relevant discussion, attempted
to explain the answer to the question

1
Missing one or more of this
criteria, did not achieve the
task, did not answer the
question

2 Mastery of the
concepts

Demonstrated strong
understanding of the concepts

Demonstrated sufficient understanding
of the concepts

Showed insufficient understanding of
the concepts

Showed incorrect
understanding of the concepts

3 Coherence &
cohesion

Provided a high quality of a
very well-structured, clear and
logical composition

Provided well-structured, clear and
logical composition

Managed to have a general structure of
a composition inspite of its poor
construction of some of the paragraphs
and sentences

Poor general structure and
poor construction of most of
the writing

4 Grammatical
accuracy

Demonstrated a high quality of
grammatical accuracy

Made few errors but did not cause
misunderstanding

Made more errors but did not cause
misunderstanding

Made errors some of which
caused fatal misunderstanding

5 Originality and
acknowledgement
of references

Showed high commitment of
maintaining originality and well
acknowledged references

Showed good commitment of
maintaining originality and sufficiently
acknowledged references

Showed acceptable commitment of
maintaining originality but insufficiently
acknowledged some of the references

Poor commitment in using
own words and in
acknowledging references

6 Introduction

Provided strong introduction

Provided good introduction

Provided less sufficient introduction

Provided poor introduction

7 Research question

Research question is very wellstructured, clear, logical,
feasible, and error-free.

Research question is well-structured,
logical, and feasible, but has minor
error.

Research question is logical, and
feasible, but has more errors.

Research question is
problematic, and not feasible.

8 Literature review

Strong, detailed and wellgrounded literature review

detailed and well-grounded literature
review

Insufficiently grounded literature review

Poor literature review

9 Discussion of
analysis
10 Conclusion

Clear, detailed, relevant
discussion which addresses
issues related to the question

less detailed, relevant discussion which
addresses issues related to the
question

Discussion is still related to the question,
but very poor

Discussion is not really related
to the question

Conclusion strongly answers
the question

The conclusion sufficiently answers the
question

Conclusion still answers the question but
shows low quality

The conclusion is disconnected
to the question