BAHAN TRYOUT 1

BAHASA INGGRIS
MATERI PEDAGOGI DAN PROFESIONAL

KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN

DIREKTORAT JENDERAL GURU DAN TENAGA KEPENDIDIKAN
2019

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 SOAL TRYOUT 1
PGDK BAHASA INGGRIS
MATERI PEDAGOGY DAN PROFESIONAL

Petunjuk!
1. Berdo‟alah sebelum mengerjakan soal tryout ini.
2. Bacalah butir pertanyaan di bawah ini dengan seksama.
3. Pilihlah satu jawaban yang paling benar dengan memberi tanda silang.
4. Jika jawaban benar mendapat nilai 1 dan salah mendapat nlai 0
5. Bekerjalah dengan jujur dan percaya pada potensi Anda.

Pertanyaan
1. As part of interactional competence, conversational competence which is inherent to
the turn-taking system in conversation includes the following dialogic genres
EXCEPT….
A. how to get, hold, and relinquish the floor
B. How to apply aspects of metacognition
C. How to open and close conversations
D. How to establish and change topics
E. How to collaborate and backchannel

2. A theory about a cluster of four abilities was developed and factored into language
learning aptitude which was used as the basis for a language aptitude assessment for
adults. The four abilities include the following EXCEPT….
A. Phonetic coding ability
B. Grammatical sensitivity
C. Rote learning ability
D. Hypothetical ability
E. Inductive learning ability

3. Audio- lingual method involves providing a stimulus to which students respond; if the
response is correct, they are praised in order to…..
A. Know the words exposed by the teachers to their students
B. Reinforce the correct use of language and learning
C. Repeat exercises and ask the students to say it again
D. Continues with the next exercises with or without stimulus
E. Continue doing exercises until all forms have been practiced

4. In designing a curriculum, a designer is concerned not just with lists of what will be
taught and in what order, but also with the following EXCEPT ….
A. the planning
B. the implementation
C. the management
D. the supervision
E. the evaluation

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5. Error analysis studies the types and causes of language errors which are classified,
among other things according to the following EXCEPT ….
A. modality (i.e. proficiency in speaking, writing, reading, listening)
B. linguistic levels (i.e. pronunciation, grammar, vocabulary, style)
C. aims (e.g. instrumental, external, internal)
D. form (e.g. omission, insertion, substitution)
E. cause (e.g. interference, interlanguage)

6. A rubric is a tool used in writing assessment that can be used in several writing
contexts. It is compiled from a series of raters whose comments are categorized and
condensed into a five-factor rubric, four of which are the following EXCEPT ….
A. Form: organization and analysis
B. Ideas: relevance, clarity, quantity, development
C. Genre: descriptive, narrative, recount, procedure, etc.
D. Mechanics: specific errors in punctuation, grammar, etc.
E. Wording: choice and arrangement of words

7. The teachers‟ objection about applying Portfolio assessment is due to the

disadvantages of such assessment which includes the following questions EXCEPT ….
A. who will determine grading criteria
B. how grading criteria will be established
C. who will determine what the portfolios will contain
D. how to increase time and resources needed to support the teacher
E. how much of daily authentic classroom activities are included in them

8. The following are four main activities in the PPP format of an EFL learning lesson plan
EXCEPT ….
A. teacher produces a situation and presents L2 in context
B. students practice L2 items using accurate techniques
C. students use L2 and make sentences of their own
D. students discuss what they have learned during the lesson
E. teacher and students a game using the target language

9. When determining your methods of Direct Instruction in your lesson plan, consider the
following questions EXCEPT ….
A. How can I best tap into the various learning modalities?
B. What materials are available to me for this lesson?
C. What relevant vocabulary do I need to present to my students?
D. How can my students engage in discussion and participation beyond classes?
E. What will my students need to learn to complete the lesson plans objectives?

10. The presentation phase of a lesson plan can take a variety of forms. The following are
suggestions on how to present new materials to class EXCEPT ….
A. teacher centered explanation
B. student presentation
C. reading selection
D. listening selection
E. guided exercises

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11. To facilitate students to have sufficient practice in guessing the content of a reading
passage, a teacher can make the best use of activities in which the students….
A. relate the accompanying pictures with the content
B. use a flowchart mapping the content of the passage
C. answer several comprehension questions provided
D. complete a table containing the passage outline
E. rearrange jumbled paragraphs of the passage

12. For the students to get the data from not just written, spoken, but also pictographic
materials for them as a basis to explain in a written text on why cats purr when
sleeping, a teacher can most appropriately make use of ….
A. video recordings
B. audio recordings
C. journal articles
D. online sources
E. text books

13. Controlled yet contextual use of vocabulary items of a written descriptive text may be
best practiced through which of the following?
A. Minimal pairs
B. Cloze exercises
C. Simulated Dialogs
D. Substitution drills
E. Matching tasks

14. To get the most out of the potentials of extroverted students, Mr. Marzuki will set up
learning activities that allow them to do a lot of….
A. listening and reading
B. speaking and listening
C. reading and writing
D. writing and speaking
E. speaking and reading

15. In a reading class, Janet is at loss when Mr. Rohanda asks her a question about the
topic of the passage they are dealing with. The appropriate emphatetic communication
strategy Mr. Rohanda should hold is….
A. ask her classmate next to her to help her answer the question
B. repeat the question to help her answer the question correctly
C. make her read the whole passage once again more carefully
D. ask her questions for not being able to answer his question
E. tell her to pay attention to him more seriously in his class

16. At the pre-reading phase, Mr. Mahmud raises a leading question about the theme of
the day‟s discussion. Sarah answers the question incorrectly. Mr. Mahmud‟s emphatetic
communication response should be….
A. “What is that your answer? Please let us know!”
B. “You answer wrongly Sarah. Please try again!”
C. “That‟s not the answer Sarah. Listen to me”
D. “Sarah, you do not answer my question.”
E. “Anyone, is it the correct answer?”

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17. By being criterion-based, assessment means that….
A. students can be compared to other students
B. students‟ achievement is based on materials
C. assessing students‟ learning is required
D. students‟ learning is assessed on standards
E. learning should be followed by assessment

18. With reference to the condition element in the indicator, the authentic assessment type
that is appropriate to measure the indicator that follows:
Based on two contexts: online sources and observations, students
make a report on an extended account explaining reasons for a
kite to fly in the sky.

has the basic format that is called….

A. extended response
B. performance
C. interview
D. portfolio
E. project

19. Ms. Nastiti observed that her class was below the mastery learning criterion in writing
on how to do things. The reason is not due to language problems, but is more on
generating ideas to be written. To solve the problem, she designs an innovative
strategy through classroom action research the steps of which have the elements of….
A. think-pair-share
B. mind mapping
C. jigsaw
D. SQ3R
E. KWLH

20. A research title for classroom action research encompasses these components: focus,
locus, and modus as suggested in which of the following?
A. Effectiveness of mind mapping to improve descriptive writing of first graders of
SMPN 5
B. Mind mapping for improving teaching descriptive texts of first graders of SMPN 5
C. Using mind mapping to improve descriptive writing of first graders of SMPN 5
D. The effect of mind mapping on descriptive writing of first graders of SMPN 5
E. Mind mapping as a strategy for descriptive writing of first graders of SMPN 5

Items 21 and 22 are based on the following passage.

SUPER SALE TO MARK CROSSROAD SUPERMARKET'S 10TH ANNIVERSARY

In the whole month of July
Come and visit us this July to celebrate our 10th anniversary and enjoy a lot of surprises.
We offer:
 Up to 50% discount on dairy products, bakery and fresh meat.
 Free food samples, free ice cream, and free gifts.
 Trivia Contests to win 10 mobile phones, 10 microwaves, and 10 desktop computer sets.
 Daily live music from 5 to 9 pm.
 Weekend surprises.

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Visit our website www.crossroadsupermarket.com to get more information on all special
events in July, or contact us at 7994352.
See you at Crossroad Supermarket at no. 45 Washington Avenue. Bring this flyer and get a
free gift at the Customer Service Counter.

21. What is advertised in the flyer?

A. A new supermarket.
B. A series of anniversary events.
C. Summer sale.
D. Weekend Surprises.
E. A crossroad.

22. What will a shopper who brings this flyer get?

A. Discount voucher.
B. Free food samples.
C. Free gift.
D. Free ice-cream.
E. Surprises.

Items 23 and 24 are based on the following passage.

23. What is modified in the text?

A. Laptop‟s “power plant”.
B. Laptop‟s battery.
C. Laptop‟s “Power Saver”.
D. Options setting.
E. Power options.

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24. How many options are available to save power?
A. 1
B. 2
C. 3
D. 4
E. 5.

Items 25 and 26 are based on the following passage.

Snakes are reptiles (cold-blooded creatures). They belong to the same group as
lizard (the scaled group, Squamata) but from a sub-group of their own (Serpentes).
Snakes have two legs but a long time ago they had claws to help them slither along.
Snakes are not slimy. They are covered in scales which are just bumps on the skin. Their
skin is hard and glossy to reduce friction as the snake slithers along the ground.
Snakes often sun bathe on rock in the warm weather. This is because snake is cold-
blooded; they need the sun‟s warmth to heat their bodies up.
Most snakes live in the country. Some types of snakes live in trees; some live in
water, but most live on the ground in deserted rabbit burrows, in thick, long grass, and in
old logs.
A snake‟s diet usually consists of frogs, lizards, mice, and other snakes. The
anaconda can eat small crocodiles and even bears. Many snakes protect themselves with
their fangs. Some snakes are protected by scaring their enemies away like Cobra. The
flying snakes glide away from danger. Their ribs spread apart and the skin stretches out.
Its technique is just like the sugar gliders.

25. We know from the text that snakes....

A. do not have claws
B. do not like sunlight
C. have two legs and claws
D. use their legs to climb the tree
E. use their claws to slither along the ground

26. Since the snakes are cold-blooded they....

A. like sucking the cool blood
B. avoid sun-bathing to their skins
C. never sun bathe in the warm weather
D. live on the ground in deserted burrows
E. require the sun‟s warmth to heat their bodies

Items 27 -29 are based on the following passage.

How to Make a Pencil Case

Steps
1. Choose the size you want. If you want to put longer items, such as a ruler, placed
in your pencil case, you'll need a longer pencil case.
2. Find a bag or box that suitable with your choice of size. It doesn't have be nice
looking, but strong and clean.
3. Cover the box with paper, any color.
4. Decorate the container. Try some or all of the following ideas.
 Put on same cool sticker.

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  Decorate with your own art with makers: draw lines, shapes, animals, people,
etc.
 Cut some magazine pictures and stick them on it.
 Totally cover the box with wrapping paper; and
 Glue on shells, buttons, or anything else you want to decorate the pencil case
with. Add glitter if you like.
5. Show all your friends, and be proud of your unique pencil case

27. The length of the pencil case depends on....

A. the items we are going to put there
B. the ruler we have
C. the size of the pen
D. the box that we find
E. the length of box we have

28. What should we do after the case is wrapped?

A. the case is ready to be used
B. let your friends decorate your case
C. glue necessary parts to make it stronger
D. stick something on the case to make it beautiful
E. leave some spaces without colored paper

29. From the text above it can be concluded that we have to be ... in decorating the box to
have a good result.
A. mindful
B. careful
C. alert
D. risky
E. creative

Items 30 – 31 are based on the following passage.

A tsunami is a series of ocean waves that sends surges of water, sometimes reaching
heights of over 100 feet (30.5 meters), onto land. These walls of water can cause
widespread destruction when they crash ashore.
These awe-inspiring waves are typically caused by large, undersea earthquakes at
tectonic plate boundaries. When the ocean floor at a plate boundary rises or falls suddenly,
it displaces the water above it and launches the rolling waves that will become a tsunami.
Most tsunami, about 80 percent, happen within the Pacific Ocean's "Ring of Fire," a
geologically active area where tectonic shifts make volcanoes and earthquakes common.
Tsunamis may also be caused by underwater landslides or volcanic eruptions. They
may even be launched, as they frequently were in Earth's ancient past, by the impact of a
large meteorite plunging into an ocean.
Tsunamis race across the sea at up to 500 miles (805 kilometers) an hour — about
as fast as a jet airplane. At that pace they can cross the entire expanse of the Pacific
Ocean in less than a day. And their long wavelengths mean they lose very little energy
along the way.
A tsunami's trough, the low point beneath the wave's crest, often reaches shore first.
When it does, it produces a vacuum effect that sucks coastal water seaward and exposes
harbor and sea floors. This retreating of sea water is an important warning sign of a
tsunami, because the wave's crest and its enormous volume of water typically hit shore
five minutes or so later. Recognizing this phenomenon can save lives.

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 A tsunami is usually composed of a series waves, called a wave train, so its
destructive force may be compounded as successive waves reach shore. People
experiencing a tsunami should remember that the danger may not have passed with the
first wave and should await official word that it is safe to return to vulnerable locations.
Some tsunamis do not appear on shore as massive breaking waves but instead
resemble a quickly surging tide that inundates coastal areas.

30. Why did the author write the report?

A. To raise people' awareness about tsunami.
B. To warn people about an upcoming tsunami.
C. To inform people about past tsunamis.
D. To inform people about the different types of tsunami.
E. To warn people about the dangers of tsunami.

31. From the text, we know that Tsunami can be very destructive because ....
A. they come after earthquakes
B. they are caused by volcanic eruptions
C. they are tall, fast, forceful and repetitive
D. they have a vacuum effect
E. they occur suddenly

Items 32 – 33 are based on the following table.

The 30 fastest growing occupations 2010-2020 (in thousands)

heThe
Occupation Employment Change Most significant source of
postsecondary education or
2010 2020 Number Percent training

Home health aides 1,018 1,724 706 69 Short-term on-the-job training

Biomedical engineers 16 26 10 63 Bachelor degree

Carpenters 46 72 26 56 Short-term on-the-job training

Physical therapist aides 47 67 20 43 none

Dental hygienists 182 250 68 37 Associate degree

Source: http://data.bls.gov/cgi-bin/print.pl/news.release/ecopro.t07.htm
Health educators 64 87 23 36 Bachelor degree
32. Which occupation will grow the most from 2010 to 2020?
A. Biomedical engineers.
B. Dental hygienists.
C. Home health aides.
D. Health educators.
E. Carpenters

33. What is not true about dental hygienists?

A. In 2020, there will be 68,000 more dental hygienists than in 2010.
B. In 2010, there were 250,000 dental hygienists.

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 C. It requires an associate degree.
D. From 2010 to 2020, this job will grow by 37%.
E. It needs no Short-term on-the-job training

Items 34 – 36 are based on the following passage.

Kaka was born in Brazilia. From age 4 to 7, his family lived in Cuiaba, following his
father, a civil engineer. At age 7, the family moved to the city of Sao Paulo, in the
neighborhood of Morumbi, near the stadium of Sao Paulo FC. As FIFA says,” Kaka fails to
fit the Brazilia stereo type of the kid from the Favela who first played the game in the
street with a ball made from rags. Coming from comfortable and cultured family, Kaka kept
up his studies as long as they were compatible with his profession.”
His talent was soon recognized. A professor called the family and suggested enrolling
him in a football school. At age 8, Kaka was playing with Sao Paulo FC, where he
succeeded in all categories. At age 14, Kaka used to wake up two hours early, to keep up
with his studies. Kaka managed to conclude the intermediary cycle (eleven years) in Brazil,
before dedicating exclusively to football.
In 2006, only 24 years old, Kaka was one of the main Brazilian players in the World
Cup. Despite the abundance of good players, coach Carlos Alberto Parreira already said
that Kaka would stars as a principle. The groups formed by Kaka, Ronaldinho, Ronaldo,
and Adriano was called “the Magic Square” by Brazilian media fans.

34. Having recognized Kaka‟s talent, the professor suggested that ... in the football school.
A. he becomes a supervisor
B. he enrolls as a member
C. he accommodates
D. he practices more
E. he spends his free time

35. The main idea of paragraph 3 is....

A. his talent was soon recognized
B. Kaka would stars as a principle
C. “Magic Square” was formed by Kaka, Ronaldinho, Ronaldo, and Adriano
D. a professor suggested Kaka‟s family enrolling him in a football school
E. Kaka was one of the main Brazilian players in the World Cup

36. “His talent was soon recognized” (paragraph 2). The underlined word is closest in
meaning to....
A. Predicted
B. Registered
C. Managed
D. Succeeded
E. Identified

Items 37 – 39 are based on the following passage.

Once there was a very lazy king. He hardly did any physical activity. As a result he
started to be ill. He called the royal doctor and said, “Give medicine to get well. If you
don‟t cure me, I will kill you.”
The doctor knew laziness was the main cause of the king‟s illness. The next daythe
doctor gave him big dumbbells and said, „Your Majesty, you must swingthese magic bells in
your hands every morning and evening for an hour. Do these till your arms starting
sweating and you will start getting cured.”

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 The king did this everyday not knowing that it was an exercise. Within a few weeks
his body became fit and he felt alert and energetic. He thanked the doctor and asked the
cure‟s secret. The royal doctor said, “Your Majesty, the magic of this cure will keep you fit
if you keep on swinging these dumbbells. The day you stop you will became ill again.”

37. The king did the physical exercises because....

A. the doctor obliged him to do it
B. he did not realize it was magic
C. he believed it would make him fit
D. he thought it would cure his illness
E. the warned him to always keep fit

38. The story is about....

A. a doctor who cured the king from his laziness
B. a king who made efforts to cure his illness
C. the secret cure for the king‟s ailment
D. the benefit of exercise to keep healthy
E. the way to keep the king healthy

39. We learn from the story that....

A. laziness is the major cause of every bad men
B. keeping fit does not necessarily need serious efforts
C. magic balls can be used as a means of curing illness
D. curing any illness should not be based on superstition
E. we can teach people to be fit without offending them

Items 40 – 42 are based on the following passage.

All human beings eat food and make use of the chemical energy in it, so do all other
animals. Perhaps you wonder where all that chemical energy comes from. Why doesn‟t the
food all get used up?
The answer is that new food is being grown as fast as old food is used to. It is the
green plants that form the new food. Animals either eat the plants or eat other animals
that have eaten plants.
The green substance of plants is chlorophyll. Chlorophyll can absorb sunlight. When
it does so, it changes the energy of the sun into chemical energy. The chemical energy
present in sunlit chlorophyll is used to combine dioxide in the air with water from the soil.
Starch and other complicated compounds are formed. These are high in chemical energy
obtained from the sunlit chlorophyll.
They make up the food on which mankind and all other animals live. In the process
of forming this food, some oxygen atoms are left over. These are given off into the air by
the plants. The whole process is called photosynthesis.
Thus, plants use sunlight to from food and oxygen to from carbon dioxide and water
again. Plants change the sun‟s energy into chemical energy. And animals change the
animal energy into kinetic and heat energy.

40. What will happen when the chlorophyll absorbs sunlight? It will....
A. change heat into kinetic energy
B. form complicated compound
C. make use of heat energy
D. change kinetic energy into chemical energy
E. change the sun‟s energy into chemical energy

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41. From the text we know that ....
A. plant need to heat energy to live
B. all human beings need chemical energy
C. plants absorb sunlight to produce kinetic energy
D. chlorophyll is the most important thing in photosynthesis
E. sun‟s energy cannot be formed into kinetic energy

42. The green substance of plants is chlorophyll. The underlined word in the above is
closest in meaning to....
A. core
B. body
C. stuff
D. essence
E. material

Items 43 – 45 are based on the following passage.

The use of formalin and other dangerous preservatives in food has been a serious for
two reasons. Firstly, formalin is not for human beings, but it is for biological specimen and
experiments. Formalin in biology is a 10% solution of formaldehyde in water which is
usually used as a disinfectant or to preserve biological specimens. Thus, it is not for food
preservative, it will be very dangerous to human‟s body.
The second reason is that there is not tight control from the government. This
condition makes the people‟s health is really in a threat. When the control is weak and the
use of formalin is spread wide all over the Indonesia regions, and these days it has really
happened, the citizens‟ bodies will be badly contaminated with the poisons. Fish or food
traders still sell their product which contain formalin and dangerous preservatives. Can you
imagine that our digestive system absorbs the substance the should be for the human and
animal corpses?
Considering the reasons, we can makes a conclusion that the use of formalin and
other preservatives is really a serious problem if it is not resolved immediately.

43. Why is formalin dangerous for human‟s body?

A. It is not food preservatives.
B. It is a disinfectant for human beings.
C. It is used to preserve biological specimens.
D. It is 10% solution of formaldehyde in water.
E. It is controlled flighty from government.

44. The main idea of paragraph 2 is….

A. the human‟s bodies will be harmful after consuming the formalin
B. the government has not controlled the use of formalin firmly
C. the weak control of using formalin is not threatening the human
D. the human‟s bodies will be harmful after consuming the formalin
E. the use of formalin is know all over the regions

45. Based on the facts above, the writer suggests that….

A. people have to avoid consuming formalin in their food
B. the use of formaldehyde is necessary to control the food
C. people should add 10% solution of formaldehyde in water
D. the food preservative is required to make the food delicious
E. food seller is supposed to pour formalin for food products

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Items 46 – 47 are based on the following passage.
Because theme-based teaching is very demanding the teacher is supposed to plan the
lesson in advance even if she/he is (26)…. Nevertheless there should always be some
choice points in theme-based teaching. Those choice points are for the teacher and the
students to decide which activity (27)… or how much time they spend on it.

46. Which option best completes (26)?

A. truly unskillful
B. slightly trained
C. rather qualified
D. newly graduated
E. very experienced

47. Which option best completes (27)?

A. the teachers choose
B. the principal allow
C. they will consider
D. they can do
E. the students like

Items 48 and 49 are based on the following passage.

While often defined simplistically as “school work at home and home work at school,”
Flipped Learning is an approach that allows teachers to (28) implement a methodology, or
various methodologies, in their classrooms. To counter some of the misconceptions about
this term, the governing board and key leaders of the Flipped Learning Network (FLN), all
experienced Flipped Educators, have(29) composed a formal definition of “Flipped
Learning.”

48. The underlined word „implement‟ is synonymous with….

A. employ
B. to utilize
C. to manage
D. to organize
E. to administer

49. The antonym of the underlined word „composed‟ is ….

A. assembled
B. collected
C. amassed
D. dispersed
E. clustered

Items 50 is based on the following passage.

The commonly used acronym BICS describes social, conversational language used for oral
communication. Also described as social language, this type of communication offers many
cues to the listener and is (50) …. BICS describes the development of conversational
fluency in the second language, which takes about two years for students from different
linguistic backgrounds to comprehend context-embedded social language readily.

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50. Which option best completes (30)?
A. language context-embedded
B. context-embedded language
C. embedded-language context
D. language-embedded context
E. context-language embedded

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