Soal PCK UTBK Bahasa Inggris

Ms. Rini teaches reading to students with different needs. Some students learn best by seeing things (visual), doing things (kinesthetic), or hearing things (auditory). Some students also might have trouble focusing or reading. Which are the ways Ms. Rini can teach reading that helps all her students?

• Lecture and have students read a long text.

• Use games, objects students can touch, and audiobooks to help students learn.

• Give students long lists of instructions and have them sit still for a long time.

• Shouldn’t let students use any technology and focus on just reading from books.

• Break down instructions and check in with students often.

Mr. Syamsul, a dedicated junior high school teacher, is committed to instilling environmental awareness in his students. He is planning a report text on water conservation using a recent news article titled “Drought Concerns Rise: The Urgent Need for Water Conservation.” The text highlights the growing water

scarcity issues and emphasizes the importance of individual and community- level water conservation efforts.

 

Learning Objectives: Mr. Syamsul’s leaming objectives for this lesson on reading and viewing report texts are:

1)      Students can identify the causes and consequences of water scarcity.

2)      Students can understand the significance of water conservation measures.

Given learning objectives, which of the following strategies would be most effective in the class of Mr. Syamsul?

• Have students silently read the article and answer comprehension questions focused on vocabulary definitions.

• Show students pictures of different water sources and have them discuss where water comes from.

• Organize a classroom experiment to demonstrate water evaporation and condensation.

• Have students create a chart or illustration showing everyday activities that use water and how to conserve water while doing them.

• Have students write a persuasive letter to their parents urging them to conserve water at home.

  Ms. Rini, a creative and innovative junior high school English teacher, is finalizing a unit on descriptive writing. Throughout the unit, students have explored various techniques like sensory details, figurative language, and vivid imagery to paint pictures with their words. Ms. Rini is passionate about developing her students’ critical thinking skills and wants to assess their ability to not only write clear and engaging descriptions but also present them effectively. This year, Ms. Rini wants to move beyond traditional written essays and explore assessment methods that encourage active learning and deeper understanding. She is particularly

interested in incorporating visual elements to enhance the student experience

Considering Ms. Rini’s goals and the learning objectives for the descriptive writing unit, which of the following assessment methods would be most suitable?

• A short quiz with multiple-choice questions testing students’ knowledge of descriptive writing techniques.

• A written essay where students describe a place they’ve never been to, relying solely on their imagination.

• A group project where students collaborate to create a travel brochure for a fictional destination.

• An individual oral presentation with visual aids on object that holds special meaning to them.

• A peer review activity where students exchange and critique each other’s descriptive essays.

     Ms. Rina is teaching a class of 12th-grade students about writing and presenting report texts. The students in her class are anxious about public speaking and often struggle to stay focused during presentations. Consequently, she wants to create a learning environment that is safe, comfortable, and motivating for her

students.

 Which of the following strategies would be most effective in creating a safe, comfortable, and motivating learning environment for Ms. Rina’s students?

• Have students work in groups to write and present report texts on topics of their choice.

• Provide students opportunity to reread and evaluate their presentation drafts before presenting.

• Allow students to choose their own topics for their report texts and presentations.

• Have students practice their presentations on their own before presenting to the whole class.

• Incorporate role-playing activities where students practice presentations in various scenarios.

    M. Santi is an English teacher at a junior high school in Jakarta. She is teaching a class of 8th-grade students about how to make a cup of coffee. The students in her class have a variety of learning styles and abilities. Some students are visual learners, while others are auditory learners. Some students are more advanced in their reading and writing skills than othersWhich approach to teaching a text procedure would be most appropriate for Ms. Santi’s class to cater to diverse learning styles and collaboration as well?

• Provide students with a written handout of the steps involved in making coffee.

• Show students a video of someone making coffee.

• Have students work in groups to write their own instructions for making coffee.

• Have students give presentations to the class on how to make coffee.

• Explain students directly the ingredients and steps in making coffee.

      Ms. Wiwin is aiming to enhance her students creative reasoning abilities in studying narrative texts by focusing on writing and Presenting. She plans to encourage students to experiment with different narrative structures and storytelling methods. Ms. Wiwin is formulating learning goals and indicators to achieve this aim.Which learning goals and indicators would best support Ms. Wiwin’s objective to improve students’ creative reasoning abilities in narrative text study?

• Learning Goal Students will be able to use descriptive language effectively. Indicator: Students incorporate vivid imagery and sensory details in their narratives

• Learning Goal Students will be able to understand plot sequences Indicator: Students arrange events of a story in chronological order

• Learning Goal Students will be able to develop narrative voice Indicator Students experiment with different narrative voices in their writing

• Learning Goal Students will be able to research historical contexts Indicator Students include accurate historical details in their stories

• Learning Goal Students will be able to analyze narrative themes Indicator: Students write essays on the themes of selected stories

      Mr. Sugeng is an English teacher in Jakarta. Mr. Sugeng wants a classroom environment that’s safe, supportive, and celebrates differences. This week, he’s teaching descriptive writing. State your choice by clicking true or false for each statement below.

• Mr. Sugeng uses group projects where students collaboratively research and present on global issues to enhance teamwork and global citizenship.

• Mr. Sugeng avoids incorporating topics on cultural diversity in writing assignments to maintain uniformity in the classroom.

• Mr. Sugeng facilitates open discussions where students share their cultural backgrounds and experiences to foster cultural understanding.

• Mr. Sugeng encourages competition among students to promote personal accountability and individual achievement.

• Mr. Sugeng invites guest speakers from diverse backgrounds to share their experiences and perspectives, enriching the classroom’s cultural understanding.

Ms. Ratih wants to help her students develop stronger thinking skills for discussion texts. Her recent test showed students have trouble with finding the main ideas and evidence in discussion texts and writing their own arguments for a discussion. Pick two ways Ms. Ratih can help her students develop stronger thinking skills for discussion texts.

• Give students perfect examples of discussion texts and have them memorize them

• Have students work together to debate different sides of a discussion topic.

• Give students a chart to help them see how discussion texts are organized.

• Meet with each student one-on-one to discuss their writing.

• Students should just memorize facts about discussion texts.

Mr. Adams is looking to improve his students’ comprehension and retention of recount texts. He wants to use technology to provide instant feedback and support differentiated learning. His students have varied levels of proficiency and learning styles Which technological tools would best support Mr. Adams in improving comprehension and retention of recount texts for his diverse classroom?Click on the correct statements. There can be more than one correct statement.

• An online quiz platform with instant feedback.

• A single, lengthy audio recording of the recount texts.

• Adaptive learning software that adjusts to each student’s proficiency level.

• A digital archive of scanned recount text images

• Interactive comprehension games that reinforce key elements of recount texts

Mr. Sugeng recognizes the importance of fostering a safe and inclusive learning environment that promotes global citizenship and collaborative values in his descriptive text writing and presentation class. To ensure his students achieve the learning objectives, he focuses on activities that encourage respect for diversity, cultural understanding, and teamwork. Despite his efforts he notices varying degrees of success among his students in achieving the learning objectives of recount texts in the cognitive domain Mr. Sugeng evaluates the inputs, processes, and results that may have influenced the students’ achievements. Which of the following actions taken by Mr. Sugeng are effective?

• Facilitates open discussions for students to share their cultural backgrounds and experiences, fostering greater cultural understanding

• Requires all writing assignments to focus on their own local cultural themes to ensure relevance for all students

• Sets up peer review sessions where students can give each other constructive feedback on their descriptive texts

• Reduces the use of multimedia resources to keep students concentrated on traditional text analysis methods.

• Avoids collaborative projects to prevent students from becoming too dependent on each other.