Sekilas tentang Tes Acept UGM: Listening Comprehension

Soal pertama yang akan Anda hadapi dalam tes AcEPT UGM adalah Listening Comprehension. Tes ini menguji kemampuan Anda mendengarkan teks bahasa Inggris bernuansa akademik. Tes dibagi ke dalam dua kelompok soal, yakni Short Statements (berisi 10 butir soal) dan Short Talks (10 butir soal).
Semua soal Listening akan diperdengarkan oleh narrator dalam bentuk rekaman suara yang dipancarkan melalui pengeras suara yang ada di dalam ruangan tes. Semua narrator adalah penutur asli bahasa Inggris, yang membacakan teks soal dengan kecepatan antara 140 – 160 wpm (kata per menit). Kecepatan ini sedikit di bawah kecepatan TOEFL yang dibacakan dalam kecepatan 180 – 220 wpm. Jeda waktu antara soal satu ke soal berikutnya adalah 15 detik dalam test AcEPT, atau sedikit lebih lama dibanding TOEFL yang berjarak waktu 12 detik setiap soalnya. Jika Anda ingin sukses dalam bagian ini, Anda harus membiasakan diri dengan tes ini sebelum tes yang asli Anda ikuti. Pelajarilah dengan baik “apa yang diujikan” dalam tes ini dan “bagaimana mempersiapkan diri” menghadapi tes. Anda pun akan lebih siap menghadapi tes jika mengetahui rahasia tes Listening.

Rahasia Listening Comprehension
Tidak banyak yang tahu bahwa kesulitan mengerjakan tes Listening Comprehension dalam tes-tes bahasa Inggris sebagai bahasa asing, entah itu tes TOEFL, TOEIC, EPT, IELTS, IBT atau pun AcEPT adalah karena tidak dikuasaninya kemampuan mempersepsi bunyi ujaran bahasa Inggris (English speech perception). Kemampuan mempersepsi bunyi ujaran dalam bahasa Inggris ini belum memiliki tempat yang memadai dalam dunia pendidikan bahasa Inggris di Indonesia, sehingga kesulitan-kesulitan mengerjakan tes listening yang disebabkan oleh ketidakmampuan peserta tes mempersepsi bunyi ujaran ini sulit diatasi peserta tes. Selama esensi dari persoalan listening ini tidak tersentuh, mispersepsi bunyi akan terus terjadi, dan selama itu pulalah kesulitan mengerjakan bagian Listening akan menghinggapi setiap peserta tes. Untuk itu strategi mempersiapkan diri menghadapi tes Listening harus diubah. Anda harus mulai berani memfokuskan diri pada persepsi bunyi ujaran, bukan pada bentuk-bentuk kalimat atau pengenalan-pengenalan ekspresi idiomatik semata. Hal ini karena Anda berhadapan dengan bunyi ujaran di udara yang belum tentu bisa ditangkap radar pendengaran Anda, bukan dengan kata-kata yang segera bisa ditangkap pasti oleh ‘radar’ penglihatan kita seperti ketika anda mengerjakan soal Reading.
Oleh karena karakter tes Listening Comprehension tidak sama dengan karakter tes bagian lain, seperti Reading Comprehension, maka kita harus pandai-pandai mempersiapkan diri dan menyiasati tes ini. Jika tes Reading dijembatani oleh ‘mata’ untuk menangkap untaian kata-kata dalam sebuah teks bacaan; maka tes Listening ini bertumpu pada kemampuan ‘telinga’ menangkap sinyal-sinyal akustik berupa bunyi-bunyi ujaran yang akan diteruskan oleh ‘lobus temporal’ ke pusat otak kita. Jika saat mengerjakan Reading Comprehension asumsinya kita selalu bisa langsung mengerti apa yang ditanyakan, maka saat mengerjakan Listening kita harus terlebih dahulu mampu mempersepsi maksud pertanyaan dengan baik. Jika persepsi tidak terbangun, maka pertanyaan pun tidak akan pernah sampai ke otak kita. Dan kita pun akan mengalami deadlock, tidak mungkin bisa menjawab dengan benar setiap pertanyaan narrator. Persoalan akan bertambah runyam manakali Anda tidak mampu mempersepsi kalimat dengan benar; sebaliknya Anda malah mengalami mispersepsi pada kalimat yang Anda dengar. Ini lebih fatal karena ketika mispersepsi terjadi, maka yang muncul dalam otak Anda adalah makna yang berbeda dari makna yang dimaksud oleh narrator. Sebagai akibatnya informasi yang disampaikan narrator ‘tidak nyambung’ dengan apa yang ditangkap radar pendengaran kita. Disitulah terjadi mispersepsi atau misunderstanding yang akibatnya sangat fatal bagi peserta tes. Baca lebih lanjut

Contoh soal tes Acept UGM: Composing Skill (Paraphrase)

Composing Skills merupakan salah satu bagian penting tes AcEPT karena kemampuan mengerjakan bagian ini akan memberikan gambaran kepada peserta tes tentang potensi kemampuan menulis dalam bahasa Inggris, dan secara pragmatis, kemampuan mengerjakan bagian ini akan memberikan kontribusi signifikan dalam scoring. Agar peserta tes dapat mengantisipasi soal Composing Skills, berikut digambarkan tentang apa yang diujikan dalam Composing Skill dan bagaimana mempersiapkan diri menghadapi tes ini.

Rahasia Composing Skills

Composing Skills mengujikan kemampuan menyusun kalimat dalam bahasa Inggris. Yang harus diperhatikan peserta tes dalam uji kemampuan ini adalah:

(1) bagaimana kalimat itu tersusun, dan (2) bagaimana kalimat-kalimat itu disusun menjadi sebuah paragraf. Secara kongkrit, Composing Skills mengujikan hal-hal yang berhubungan dengan:

[A] kemampuan me-rekomposisi atau memparafrasa kalimat (Paraphrasing  sentences),

[B] membetulkan atau mengedit bagian yang secara gramatik dianggap error (editing),

[C] menentukan konstruksi kalimat yang berterima (correct sentences), [D] menyusun kalimat secara logis (logical order), dan

[E] menyusun paragraf  dengan cara mengurutkan kalimat-kalimat yang disediakan secara acak (jumbled sentences). Baca lebih lanjut

Contoh Soal Tes Acept UGM: Vocabulary Test

Bagian kedua tes AcEPT, yakni Vocabulary menguji pengetahuan Anda tentang kosakata bahasa Inggris yang lazim digunakan dalam dunia akademik. Bagian tes yang diberi label nama Vocabulary ini dibagi ke dalam dua bagian, yakni Bagian A dan Bagian B. Bagian A menguji kemampuan Anda menggunakan kosakata dalam konteks bacaan, berupa Cloze Test; sementara Bagian B menguji kemampuan Anda tentang pasangan kata dalam konteks kalimat (ko-lokasi).
Pada tes bagian A Anda akan diberi paparan teks bacaan yang di dalamnya terdapat bagian yang dihilangkan, dan tugas Anda adalah memilih opsi yang paling tepat (A, B,C, atau D) untuk bisa mengisi bagian kosong dalam bacaan tersebut. Sementara pada bagian B Anda akan diuji memilih kata yang secara tepat mengisi pasangan kata lainnya yang telah diberi garis bawah.
Perhatikan contoh berikut:
Contoh soal  VOCABULARY  (Bag A)
For questions 1 – 15, choose the word or phrase in A, B, C, or D which best completes each blank space in the text.
This research aims at (1) ——- the correlation between the time spent between children and parents and the choice of the language made by the children in their daily interaction with the neighboring children in a multicultural community. The major source of (2) ———– is the longitudinal report of the language use between the family in their daily interaction from 2005 – 2010. Etc Baca lebih lanjut

Soal tes Acept UGM: Reading Comprehension Test

READING COMPREHENSION TEST
Tes Reading Comprehension dalam tes AcEPT memiliki kesamaan dengan tes TOEFL sekaligus juga perbedaan. Kesamaan kedua tes ini terletak pada tren soal dan tingkat kesulitannya; sementara perbedaannya terletak pada orientasi bacaan. Jika teks bacaan dalam tes TOEFL lebih menitikberatkan pada informasi yang condong ke Amerika dan Kanada, maka AcEPT lebih bersifat global, yakni dapat berisi informasi tentang hal-hal yang berhubungan dengan Amerika, Kanada, Inggris, Australia, Asia, ataupun Afrika.
Tes Reading Comprehension dalam AcEPT berisi 40 butir pertanyaan dengan waktu pengerjaan 40 menit. Waktu yang terbatas ini harus digunakan untuk membaca empat buah teks akademik dari disiplin ilmu yang berbeda-beda yang masing-masing tersusun atas 400 – 500 kata. Setiap teks bacaan diikuti oleh 10 butir pertanyaan. Gambaran ini menunjukkan betapa perlunya seorang calon peserta tes mempersiapkan langkah-langkah taktis untuk mengerjakan Reading Comprehension ini.

Rahasia Reading Comprehension
Jika Anda ingin sukses mengerjakan bagian ini maka Anda harus mengetahui ‘Rahasia’ Reading Comprehension. Pada bagian ini anda akan ditunjukkan rahasianya, yakni ‘apa yang diujikan’ dan  ‘bagaimana mempersiapkan diri menghadapi tes ini’.
Tidak banyak orang tahu bahwa tes Reading Comprehension, entah itu tes TOEFL, EPT, ataupun AcEPT sebenarnya mengujikan hal yang tidak jauh berbeda, yakni tentang simpul-simpul penting dalam sebuah teks bacaan. Jadi sekalipun teks bacaan yang harus Anda hadapi tidak sesuai dengan bidang Anda, tidak ada alasan bagi Anda untuk menyerah saat menghadapi tes ini. Yang Anda perlukan adalah mengetahui simpul-simpul bacaan. Baca lebih lanjut

Tes AcEPT: Part V Composing Skills (Jumbled Sentence)

Soal nomor 37 – 40 berisi kalimat-kalimat yang tidak disusun dengan urutan yang logis. Anda diminta untuk memilih opsi yang menujukkan urutan kalimat logis yang membentuk paragraph.

Exercise 1

Look at the following text about growing cotton in India. The paragraphs have not been printed in the correct order. Arrange the paragraphs in the correct order. Remember that the topic of one paragraph should follow logically from the topic of the last paragraph and should lead on to the topic of the next paragraph.

(A) Most of the farmers are extremely poor. Attracted by cheap loans from pesticides traders and the prospect of a quick buck, they borrowed heavily to raise cotton on small plots of land.

(B) According to the Ministry of Agriculture, the crop losses and destruction in Andhra Pradesh arose from the repeated application of excessive amounts of chemicals – a practice actively encouraged by pesticides traders.

(C) The suicide of Samala Mallaiah in Nagara village grabbed media headlines. He owned one acre of land, leased two more and grew cotton on all three. After making a loss in the first year, he leased yet more land in an attempt to recover. Confronted with falling prices, mounting debts and pest attacks, he committed harakiri. ‘Cotton has given us shattered dreams,’ said one old farmer in Nagara village.

(D) As many as 60,000 small farmers in the region of Andhra Pradesh, southern India, have taken to farming cotton instead of food crops. Some 20 of them have recently committed suicide by eating lethal doses of pesticide.

(E) Whitefly, boll weevils and caterpillars multiplied and destroyed their crops, despite the constant application of pesticides. The average yield of cotton fields in Andhra Pradesh fell by more than half in just one year. Now the farmers are in no position to repay the loans or feed their families.

(F) Nearly half the pesticides used in India go into protecting cotton, the most important commercial crop in the country. However, pests have shown increased immunity to a range of pesticides. Last year there were heavy crop losses due to leaf-curl, which is caused by the dreaded whitefly. This nondescript, milky-white fly sucks sap from the cotton leaves, making them curl and dry up. The fly struck first in Pakistan and north-western India. Then it turned south.

(New Internationalist, June 1998, p. 13)

A) A C F E B D   B) D A E C F B   C) E A C F B D   D) C D A E F B   E) B D A C F E

Paragraphs – answers (berikut adalah urutan kronologis bacaan yang benar)

Jawaban yang benar adalah (B) D A E C F B

As many as 60,000 small farmers in the region of Andhra Pradesh, southern India, have taken to farming cotton instead of food crops. Some 20 of them have recently committed suicide by eating lethal doses of pesticide.

Most of the farmers are extremely poor. Attracted by cheap loans from pesticides traders and the prospect of a quick buck, they borrowed heavily to raise cotton on small plots of land.

Whitefly, boll weevils and caterpillars multiplied and destroyed their crops, despite the constant application of pesticides. The average yield of cotton fields in Andhra Pradesh fell by more than half in just one year. Now the farmers are in no position to repay the loans or feed their families.

The suicide of Samala Mallaiah in Nagara village grabbed media headlines. He owned one acre of land, leased two more and grew cotton on all three. After making a loss in the first year, he leased yet more land in an attempt to recover. Confronted with falling prices, mounting debts and pest attacks, he committed harakiri. ‘Cotton has given us shattered dreams,’ said one old farmer in Nagara village.

Nearly half the pesticides used in India go into protecting cotton, the most important commercial crop in the country. However, pests have shown increased immunity to a range of pesticides. Last year there were heavy crop losses due to leaf-curl, which is caused by the dreaded whitefly. This nondescript, milky-white fly sucks sap from the cotton leaves, making them curl and dry up. The fly struck first in Pakistan and north-western India. Then it turned south.

According to the Ministry of Agriculture, the crop losses and destruction in Andhra Padresh arose from the repeated application of excessive amounts of chemicals – a practice actively encouraged by pesticides traders.

Catatan:

Untuk memastikan urutan cerita yang tepat, silahkan kunjungi website tersebut untuk mengetahui teks aslinya.

http://www.newint.org/features/1998/06/05/cotton/

Tes AcEPT: Part III Grammar and Structure (Cloze Test)

Untuk soal nomor 16 – 25, pilihlah kata atau frasa pada pilihan A, B, C, dan D yang secara tepat melengkapi bagian-bagian yang kosong dalam teks bacaan.

A cloze test (also cloze deletion test) is an exercise, test, or assessment consisting of a portion of text with certain words removed (cloze text), where the participant is asked to replace the missing words. Cloze tests require the ability to understand context and vocabulary in order to identify the correct words or type of words that belong in the deleted passages of a text. This exercise is commonly administered for the assessment of native and second language learning and instruction.

Here’s an example, using a paragraph from Facebook’s privacy policy:

Site activity information. We keep {1}______ of some of the actions {2}______ take on Facebook, such as {3}______ connections (including joining a group {4}______ adding a friend), creating a {5}______ album, sending a gift, poking {6}______ user, indicating you “like” a {7}______, attending an event, or connecting {8}______ an application. In some cases {9}______ are also taking an action {10}______ you provide information or content {11}______ us. For example, if you {12}______ a video, in addition to {13}______ the actual content you uploaded, {14}______ might log the fact that {15}______ shared it.

Here are the missing words from the sample paragraph:

{1} track

{2} you

{3} adding

{4} or

{5} photo

{6} another

{7} post

{8} with

{9} you

{10} when

{11} to

{12} share

{13} storing

{14} we

{15} you

Exercise:

The strict version of the test requires that students provide the correct term for each blank, while a looser version has also been used that accepts “partially correct” answers, such as those that are the correct part of speech (verb, noun, pronoun, etc.). These answers indicate that students are learning the syntactic rules of language, but are as yet unable to translate these into a semantic comprehension of the text.

The answers for the spaces are as follows:

To jump to a scene, click __on__ Henry’s shirt pocket. The note pad appears. Then, click on the options tab. The options page appears. Then, click on the arrows on the right and left side of the scene pictured near the bottom of the page to flip through the scenes. When you find the scene you want, click the picture to go there.

Henry’s friend Ginger has a useful item that will help you pinpoint the number of jellybeans in Mr. Sherman’s jar. It is called the solution tester, and Ginger will let you use it whenever you would like. You have to find some clues to put into the solution tester before you use it. Ginger hangs out in Henry’s tree house, where she works on her own guesses for the Jellybean Contest. You can get to the tree house using Henry’s note pad. Go to the options page and click on the tree house.

Tes AcEPT (Error Identification): Part III Grammar and Structure

From the marked areas A, B, C and D, identify the one that is wrong, correct it.

1.   (A) Their most favorite hotel is the Hotel Regent. (B) It is near the beach and (C) is a very cozy hotel. It is (D) not too expensive, too.

2.   I like (A) these kind (B) of hotels too. I don’t (C) go for the big, noisy and (D) expensive sort.

3.   The Amelia Hotel (A) is good as the Radan Hotel, (B) in fact. Actually, I (C) would rather go to the Amelia. (D) It’s closer to the town.

4.   (A) He prefers the (B) Radan Hotel because (C) he feels the service (D) is more better.

5.   The Weather Bureau (A) is announced that the rain (B) will continue for (C) another 36 hours. People (D) are advised to stay indoors.

6.   Visibility (A) on the roads (B) are very poor. Thus, drivers are advised (C) to be careful, especially when (D) driving at night.

7.   She was (A) kind enough (B) to give me (C) a lot of advices (D) about how to pass the driving test.

8.   (A) I told him, “(B) I have not (C) been told (D) these news”

9.  (A) The man was hung as punishment (B) for murdering (C) his five children (D) and his wife.

10.   (A) I made him (B) to confess that (C) he copied your answer (D) during the test.

Answers       1.   A 2.   A 3.   A 4.   D 5.   A 6.   B 7.   C 8.   D 9.   A 10.   B

Error identification – Extra practice exercises.  Decide which part of the sentence is grammatically incorrect. Then look at the answers below.

  1. I enjoyed  study geography at school and now I’ve enrolled at the Economics Faculty.
  2. I used to be  keen of all scientific subjects but now I would prefer to study art.
  3. I want meet your sister when she comes to see you – she sounds very nice.
  4. My friends tell the English exam is quite difficult but I’m not worried.
  5. The tickets, which are extremely good value, can be buy from large supermarkets.
  6. The number of people which asked for the discount was low but grew during the summer period.
  7. He wanted always to be a doctor and after doing medicine he now works in a hospital.
  8. The informations they gave us was not very helpful so I consulted the website instead.
  9. There isn’t many time, do you think we should get a taxi to the exhibition centre?
  10. He graduated in languages in June and is now thinking of do a second degree in psychology.
  11. The policeman showed us an identikit picture of the man who steal the car.
  12. How long does it take to get the station on foot from your house
  13. I was so angry that I took the watch broken to the jewellers to get my money back.
  14. He rang me this morning for tell me that he had passed his driving test.
  15. I won’t be able to go on holiday this year unless I will get a part-time job.
  16. It was so nice day that they decided to have a picnic in the field.
  17. I haven’t never seen anybody who rides a horse so well before.
  18. My boyfriend always takes me to see horror films, but I don’t like very much.
  19. We went to Guatemala last year so we were tired of the usual beach holiday.
  20. I’ve gone to Marbella. I remember it well. A busy town with a nice modern promenade and picturesque ‘piazze’.

ANSWERS WITH EXPLANATIONS

  1. I enjoyed studying (‘enjoy’  + ing)
  2. keen on (keen + on = essere appassionato di)
  3. want to (‘want’+ to + verb)
  4. tell me (‘tell’ + person (me/you/him/her etc); nb. ‘say’non è seguito dalla persona)
  5. can be bought (to be + past participle = passive)
  6. who (relative pronoun ‘who’ = people)
  7. always wanted (frequency adverb goes before the main verb)
  8. the informations (information = uncountable noun)
  9. much time (‘much’ with uncountable nouns, ‘many’ with countable nouns)
  10. doing (‘ing’after a preposition)
  11. stole (past tense of steal = steal stole stolen)
  12. get to (preposition necessary; get to /go to /come to the station, BUT. arrive at/ reach the station)
  13. broken watch (adjective before noun)
  14. to tell me (to+base form = per/a scopo di)
  15. unless I will get (1° conditional = if/unless/when + present)
  16. such a (such a + noun; so + adjective)
  17. I haven’t never (double negative)
  18. l don’t like them (‘like’ + direct object)
  19. as (as = siccome; so = quindi)
  20. I’ve been to Madrid (use ‘been’ not ‘gone’ se sei stato e tornato)
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