Jumat, 23 April 2021

Modul Belajar Seleksi PPPK Bahasa Inggris

Modul Belajar Seleksi PPPK Bahasa Inggris

Modul Belajar Seleksi PPPK Bahasa Inggris - This module entitles English for Public Information. Based on its name, this module is arranged to make you, as the English learners and as the English teachers know and understand on how to learn and teach English for public Information.

This module will also explore about comprehension and ability of short functional texts. You will be introduced to the concept of public notice, post and banners, texts of graphic organizers, and texts of infographic. 

You will be asked to observe kinds of sample of public notice, posts and banners, graphic organizers, and infographic in Indonesia. You have to make a product of public notice, posts and banners, graphic organizers, and infographic. 

Modul Belajar Seleksi PPPK Bahasa Inggris
Modul Belajar Seleksi PPPK Bahasa Inggris

Baca Juga Soal dan Kunci Jawaban Modul Pedagogik Seri Guru Belajar Mandiri Calon Guru ASN PPPK

Pembelajaran 1: Teori Belajar

Pembelajaran 2: Karakter Peserta Didik

Pembelajaran 3: Keterampilan Berpikir Tingkat Tinggi

Pembelajaran 4: Desain Pembelajaran

Pembelajaran 5: Dasar Komunikasi

Pembelajaran 6: Konsep Penilaian

Pembelajaran 7: Pengembangan Potensi Peserta Didik

Download Modul Belajar Seleksi PPPK Guru Bahasa Inggris

Baca Juga referensi lainnya dari Program Guru Belajar Seri PPPK:

Demikian artikel sangkolan kali ini mengenai Modul Belajar Seleksi PPPK Bahasa Inggris. Semoga Bermanfaat

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Modul Belajar Seleksi PPPK Bahasa Inggris English for Academic Context

Modul Belajar Seleksi PPPK Bahasa Inggris English for Academic Context

Modul Belajar Seleksi PPPK Bahasa Inggris English for Academic Context - This module entitles English for Academic Context. Based on its name, this module is arranged to make you, as the English learners and as the English teachers know and understand on how to learn and teach English for Academic Context.

This module consists of four units, chapters, or preferably called here as learning activities (LA). LA One deals with Analytical Exposition. 

This unit discusses all texts whose main purpose is to convince the audience. LA Two brings to you another type of exposition text, Hortatory Exposition. This type of text is treated separately as unit because it has significant feature differences in comparison to the former. 

In addition, this exposition text is intended more to persuade the audience. The next LA presents Explanation Text. 

As its name suggests, this unit presents discussions of all texts that give answers to questions ―how‖ and or ―why‖ things happen. 

The last LA deals with Discussion Text. One interesting thing of this text is the presence of pros and cons in most of its content.

Modul Belajar Seleksi PPPK Bahasa Inggris English for Academic Context
Modul Belajar Seleksi PPPK Bahasa Inggris English for Academic Context


Baca Juga Soal dan Kunci Jawaban Modul Pedagogik Seri Guru Belajar Mandiri Calon Guru ASN PPPK

Pembelajaran 1: Teori Belajar

Pembelajaran 2: Karakter Peserta Didik

Pembelajaran 3: Keterampilan Berpikir Tingkat Tinggi

Pembelajaran 4: Desain Pembelajaran

Pembelajaran 5: Dasar Komunikasi

Pembelajaran 6: Konsep Penilaian

Pembelajaran 7: Pengembangan Potensi Peserta Didik

What will you learn from English for Academic Context ?

This unit deals with Analytical Exposition texts. Analytical Exposition belongs to argumentative texts. Through this type of texts, the writer/speaker elaborates his/her idea about the phenomenon surrounding.

His/her purpose is to convince the audience that his/her idea is an important matter.

This module, English for Academic Context, aims to help you to

This unit consists of a few parts. In order to better achieve the expected learning outcome, you should make sure to study the whole learning material and activities presented in this unit of the module. 

You are provided with supporting media and documentation, which can be opened, downloaded or viewed on-line. 

To share with either the instructor or other participants, it is necessary for you to take part in Discussion Forum as scheduled. Formative Test is available to complete to get a quick picture of mastery of this unit material.

you can download This module entitles English for Academic Context below

=DOWNLOAD= Module English for Academic Context 

Modul Selanjutnya : English for Personal Information 

Baca Juga referensi lainnya dari Program Guru Belajar Seri PPPK:

Demikian artikel sangkolan kali ini mengenai Modul Belajar Seleksi PPPK Bahasa Inggris English for Academic Context. Semoga Bermanfaat

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Modul Belajar Seleksi PPPK Bahasa Inggris English for Practical Use

Modul Belajar Seleksi PPPK Bahasa Inggris English for Practical Use

Modul Belajar Seleksi PPPK Bahasa Inggris English for Practical Use - This module entitles English for Practical Use. This module is designed to provide learning activities for  participants as English teachers and English students to promote their comprehension skill in both writing and speaking. 

This module will focus on the knowledge and skills required to comprehend and express explicit and implicit meanings in the following written text types: (1) Procedure Text; Manual, Recipe, and Itinerary, and (2) News Item Text.

Modul Belajar Seleksi PPPK Bahasa Inggris English for Practical Use
Modul Belajar Seleksi PPPK Bahasa Inggris English for Practical Use


Baca Juga Soal dan Kunci Jawaban Modul Pedagogik Seri Guru Belajar Mandiri Calon Guru ASN PPPK

Pembelajaran 1: Teori Belajar

Pembelajaran 2: Karakter Peserta Didik

Pembelajaran 3: Keterampilan Berpikir Tingkat Tinggi

Pembelajaran 4: Desain Pembelajaran

Pembelajaran 5: Dasar Komunikasi

Pembelajaran 6: Konsep Penilaian

Pembelajaran 7: Pengembangan Potensi Peserta Didik

What will you learn from English for Practical Use ?

1. English knowledge to engage in practical use in contextually acceptable structures and grammatical features of procedure text as well as news item text

2. The functions, text structures, and grammatical features of a number of procedure text covering Manual, Recipe, and Itinerary, and of course news item text

3. the differences and similarities between a number of procedure texts from Manual, Recipe, and Itinerary, and also News Item Text

4. how to produce both procedure text types and news item texts with contextually acceptable social functions, with contextually acceptable text structures and with correctly grammatical features.

This module, English for Practical Use, aims to help you to

1. have better knowledge particularly in several types of texts for practical use consisting of procedure texts (Manual, Recipe, and Itinerary) and News Item Texts.

2. understand different types texts for practical use which have different social functions.

3. familiarize you with all language skills in English, namely Listening, Speaking, Reading and Writing.

4. have a higher order thinking by being creative to create samples of procedure texts and news item texts.

Your knowledge and comprehension about texts for practical use will be a big help for you to create your own texts and to teach your students meaningfully.

When you master materials about procuder texts and news item, it allows you to understand the meaning behind the texts and create your own samples.

There are three specific activities to help you achieve the goals of learning this module namely pre-activity, main-activity, and post-activity.

you can download This module entitles English for Practical Use below

=DOWNLOAD= Module English for Practical Use 

Modul Selanjutnya : English for Personal Information 

Baca Juga referensi lainnya dari Program Guru Belajar Seri PPPK:

Demikian artikel sangkolan kali ini mengenai Modul Belajar Seleksi PPPK Bahasa Inggris English for Practical Use. Semoga Bermanfaat

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Modul Belajar Seleksi PPPK Bahasa Inggris English for Entertainment

Modul Belajar Seleksi PPPK Bahasa Inggris English for Entertainment

Modul Belajar Seleksi PPPK Bahasa Inggris English for Entertainment - Module 4 is designed to improve English skills for entertainment. The skills can make you learn how to narrate and deliver the story in correct sequence. 

This skill is very important and necessary for teacher as the main duty of an English teacher is the ability of entertaining students by telling stories in an interesting way to create an interactive teaching.


Modul Belajar Seleksi PPPK Bahasa Inggris English for Entertainment
Modul Belajar Seleksi PPPK Bahasa Inggris English for Entertainment


Baca Juga Soal dan Kunci Jawaban Modul Pedagogik Seri Guru Belajar Mandiri Calon Guru ASN PPPK

Pembelajaran 1: Teori Belajar

Pembelajaran 2: Karakter Peserta Didik

Pembelajaran 3: Keterampilan Berpikir Tingkat Tinggi

Pembelajaran 4: Desain Pembelajaran

Pembelajaran 5: Dasar Komunikasi

Pembelajaran 6: Konsep Penilaian

Pembelajaran 7: Pengembangan Potensi Peserta Didik

What will you learn from English for Entertainment ?

In this module, you will learn folktale, fable, biography, and historical recount which are both spoken and written. You are supposed to enrich your skills in getting important information, normally hidden moral message from the stories learnt. 

These kinds of narrative genre will emphasize on the definition, generic structure, social function, and language features.

The topics are divided into four learning activities, and each activity provides you with expected learning outcomes, learning materials and learning activities which provide you with learning sources and assignments, discussion forum, summary, reflection, formative test, and references. 

This module, English for Entertainment, aims to help you to

In the end of this module, the final test is given. To make you have better understanding on these kinds of text and to gain the learning objective to this module, you are expected to read all materials presented in this module. 

You also need to follow the instructions step by step carefully.  Hopefully, you will gain more knowledge and skills after your learning this hybrid module.

you can download This module entitles English for Entertainment below

=DOWNLOAD= Module English for Entertainment 

Modul Sebelumnya: English for Social Communication

Baca Juga referensi lainnya dari Program Guru Belajar Seri PPPK:

Demikian artikel sangkolan kali ini mengenai Modul Belajar Seleksi PPPK Bahasa Inggris English for Entertainment. Semoga Bermanfaat

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Kamis, 22 April 2021

Modul Belajar Seleksi PPPK Bahasa Inggris English for Social Communication

Modul Belajar Seleksi PPPK Bahasa Inggris English for Social Communication

Modul Belajar Seleksi PPPK Bahasa Inggris English for Social Communication - Module 3 which entitles English for Social Communication. Based on the title, this module is aimed at helping the English Foreign Language teachers on how to learn as well as to teach English to their students as a means of social communication. 

English as a foreign language in Indonesia is not used for daily communication in society, but mostly found in literary context in manyfields. That is the reason why English is considered as one of the compulsary learning subjects in schools. 

It is a necessity for EFL teachers in Indonesia to possess sound competence and performance in the English language that is the focus of school instructions. Such mastery is required to ensure the EFL teachers’ effectiveness in planning, delivering as well as assessing their students’ learning achievement. 

This module is aimed at engaging these teachers in learning activities that should lead them to better understanding and command of the target language in EFL school instructions. This module is designed to provide learning activities for the PPG participants to promote their comprehension skills in written texts as well as spoken language. 

Modul Belajar Seleksi PPPK Bahasa Inggris English for Social Communication
Modul Belajar Seleksi PPPK Bahasa Inggris English for Social Communication


Baca Juga Soal dan Kunci Jawaban Modul Pedagogik Seri Guru Belajar Mandiri Calon Guru ASN PPPK

Pembelajaran 1: Teori Belajar

Pembelajaran 2: Karakter Peserta Didik

Pembelajaran 3: Keterampilan Berpikir Tingkat Tinggi

Pembelajaran 4: Desain Pembelajaran

Pembelajaran 5: Dasar Komunikasi

Pembelajaran 6: Konsep Penilaian

Pembelajaran 7: Pengembangan Potensi Peserta Didik

What will you learn from English for Public Information ?

The activities will focus on the knowledge and skills required to comprehend and express explicit and implicit meanings in two text types: (1) Descriptive text and (2) Report text. 

These texts are made available to public to inform readers/viewers about the object being described or reported in relation to the sense, shape, sound, taste and other kinds of perception. In general both typical texts are categorized as “factual texts”. It is often said as “twin brother” of descriptive text. 

But actually to distinguish between Descriptive Text and Report Text is easy, namely the first one gives a specific description ; whereas the latter explains description about objects in general. In other words descriptive text describes a specific object while the report text describes common object. 

Descriptive text is written based on opinions of what the author sees and feels. Then, report text is written scientifically based on the result of deep reserch. It can be concluded that the report text provides information about an event or situation after the holding of investigation and through various consideration. 

The objects of report text are almost the same as those of descriptive text, but the way how the information is given in report text, it can be grouped into four types, those are classifying report, compositional report, comparative report, and historical report. These typical report texts will be studied deeply in this module 3 besides the typical descriptive texts.

This module, English for Public Information, aims to help you to

Know more about the various types of descriptive texts and report texs. Their knowledge and comprehension about both text types will be a big help for them to create both kinds of text and to teach their students meaningfully. 

When they master the materials, they are supposed to know the similarity and the difference of both texts and have good skills in reading and writing of decriptive and report texts so that their writing is very readable and easy to understand. 

Therefore, if they were able to master this lesson well, they might be able to become a great writer.

you can download This module entitles English for Public Information below

=DOWNLOAD= Module English for Public Information below

Modul Sebelumnya : English for Personal Information 

Baca Juga referensi lainnya dari Program Guru Belajar Seri PPPK:

Demikian artikel sangkolan kali ini mengenai Modul Belajar Seleksi PPPK Bahasa Inggris English for Social Communication. Semoga Bermanfaat

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Modul Belajar Seleksi PPPK Bahasa Inggris English for Personal Information

Modul Belajar Seleksi PPPK Bahasa Inggris English for Personal Information

Modul Belajar Seleksi PPPK Bahasa Inggris English for Personal Information - Module 2 is created to develop your skills in English for personal communication. The skills can keep and build social relationship and interaction with other people both in written and spoken contexts of English. 

The teachers of English as a Foreign Language (EFL) in Indonesia should have the English skills, and be able to implement them appropriately and keep the skills improve for becoming professional English teachers in the future.

In this module, you will learn personal letter in written contexts, and also learn invitation, announcement, and advertisement for both spoken and written contexts. These materials are divided into four learning activities, and each activity provides you with expected learning outcomes, learning materials and learning activities consisting of definition, generic structure, social/language function, and language features and supporting with learning sources as well as assignments. 

Then, these are followed by discussion forum, summary, reflection, formative test, and references, and ended by the final test.

Please read all materials given in this module in order to help you understand the topics and to achieve the goal of this module. Read and follow each instruction carefully. We wish you all the best for this hybrid learning.

Modul Belajar Seleksi PPPK Bahasa Inggris English for Personal Information
Modul Belajar Seleksi PPPK Bahasa Inggris English for Personal Information


Baca Juga Soal dan Kunci Jawaban Modul Pedagogik Seri Guru Belajar Mandiri Calon Guru ASN PPPK

Pembelajaran 1: Teori Belajar

Pembelajaran 2: Karakter Peserta Didik

Pembelajaran 3: Keterampilan Berpikir Tingkat Tinggi

Pembelajaran 4: Desain Pembelajaran

Pembelajaran 5: Dasar Komunikasi

Pembelajaran 6: Konsep Penilaian

Pembelajaran 7: Pengembangan Potensi Peserta Didik

What will you learn from English for Personal Information ?

Welcome to the learning activity one of module 2, personal letter. In this learning activity, you will learn about personal letter. This topic will help you to maintain and build your personal relationship and interaction with other people.

This module, English for Personal Information, aims to help you to

Understanding, applying and comparing the social functions, the text structures and the language features of a number of personal letters, and making a number of personal letters which are contextually acceptable social function, text structure and language features in regard to the contexts of situation are significant to be learned by you as the participants of teacher profession. 

You can improve your comprehension, and your English skills and competence towards these materials. you can download This module entitles English for Public Information below.

In this learning activity, you will observe and comprehend the text structure, the language features, the social function of a number of personal letters regarding to their contexts of situation. You will also produce a number of personal letters which are contextually acceptable social function, text structure and language features. 

To start with, you will be exposed to some examples of personal letters. You will also analyze the parts of personal letters to see how different structures of personal letters present to meet their social / language purposes.

=DOWNLOAD= Module English for Public Information below

Modul Sebelumnya : English for Public Information

Baca Juga referensi lainnya dari Program Guru Belajar Seri PPPK:

Demikian artikel sangkolan kali ini mengenai Modul Belajar Seleksi PPPK Bahasa Inggris English for Personal Information. Semoga Bermanfaat

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Modul Belajar Seleksi PPPK Bahasa Inggris English for Public Information

Modul Belajar Seleksi PPPK Bahasa Inggris English for Public Information

Modul Belajar Seleksi PPPK Bahasa Inggris English for Public Information - This module entitles English for Public Information. Based on its name, this module is arranged to make you, as the English learners and as the English teachers know and understand on how to learn and teach English for public Information.

This module will also explore about comprehension and ability of short functional texts. You will be introduced to the concept of public notice, post and banners, texts of graphic organizers, and texts of infographic. 

You will be asked to observe kinds of sample of public notice, posts and banners, graphic organizers, and infographic in Indonesia. You have to make a product of public notice, posts and banners, graphic organizers, and infographic. 

Modul Belajar Seleksi PPPK Bahasa Inggris English for Public Information
Modul Belajar Seleksi PPPK Bahasa Inggris English for Public Information


Baca Juga Soal dan Kunci Jawaban Modul Pedagogik Seri Guru Belajar Mandiri Calon Guru ASN PPPK

Pembelajaran 1: Teori Belajar

Pembelajaran 2: Karakter Peserta Didik

Pembelajaran 3: Keterampilan Berpikir Tingkat Tinggi

Pembelajaran 4: Desain Pembelajaran

Pembelajaran 5: Dasar Komunikasi

Pembelajaran 6: Konsep Penilaian

Pembelajaran 7: Pengembangan Potensi Peserta Didik

What will you learn from English for Public Information ?

1. knowledge to engage in social functions in contextually acceptable short functional text structures and lexico-grammatical features

2. the social functions, text structures, and lexico-grammatical features of a number of short functional texts in regard to the contexts of situation

3. the differences and similarities between a number of short functional texts from varied contexts of situation, in regard to the social functions, text structures, and lexico- grammatical features

4. how to produce short functional texts with contextually acceptable social functions, with contextually acceptable text structures and lexicogrammatical features.

This module, English for Public Information, aims to help you to

1. have better knowledge particularly in some types of short functional texts.

2. understand four types of short functional texts whose social functions are to inform, warn, remind the readers – public notice text, posters and banners, graphic organizers, and infographics.

3. familiarize you with all language skills in English, namely Listening, Speaking, Reading and Writing.

4. have a higher order thinking by being creative to create samples of public notice, posters and banners, graphic organizers, and infographics.

you can download This module entitles English for Public Information below

=DOWNLOAD= Module English for Public Information 

Modul Selanjutnya : English for Personal Information 

Baca Juga referensi lainnya dari Program Guru Belajar Seri PPPK:

Demikian artikel sangkolan kali ini mengenai Modul Belajar Seleksi PPPK Bahasa Inggris English for Public Information. Semoga Bermanfaat

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Senin, 19 April 2021

Soal dan Kunci Jawaban UKK PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs

Soal dan Kunci Jawaban UKK PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs 

Soal UKK PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs, sangkolan.com - Pada artikel kali ini kami akan membagikan Soal dan Kunci Jawaban UKK PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs . UKK/PAT merupakan Kegiatan Penilaian Akhir Tahun yang dulu dikenal dengan Ujian Kenaikan Kelas yang dilaksanakan sebagai syarat untuk kenaikan kelas bagi siswa.

Soal dan Kunci Jawaban UKK PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs ini terdiri dari 40 Soal Pilihan Ganda dan 5 Soal Isian singkat. Jangan khawatir, semua sudah lengkap beserta Kunci Jawaban mulai dari Soal Pilihan Ganda Hingga Soal Uraian dan juga Pedoman penskoran, lengkap bukan. Silahkan lihat preview dan kunci jawaban Soal UKK PAT PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs Semester 2 Kurikulum 2013 di bawah ini.


Soal dan Kunci Jawaban UKK PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs
Soal dan Kunci Jawaban UKK PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs 

Baca Juga :
  • Soal dan Kunci Jawaban UKK PAT PAI Kelas 7 =DISINI=
  • Soal dan Kunci Jawaban UKK PAT Bahasa Indonesia Kelas 7 =DISINI=
  • Soal dan Kunci Jawaban UKK PAT Bahasa Inggris Kelas 7 =DISINI=
  • Soal dan Kunci Jawaban UKK PAT IPA Kelas 7 =DISINI=
  • Soal dan Kunci Jawaban UKK PAT IPS Kelas 7 =DISINI=
  • Soal dan Kunci Jawaban UKK PAT Matematika Kelas 7 =DISINI=
  • Soal dan Kunci Jawaban UKK PAT PJOK Kelas 7 =DISINI=
  • Soal dan Kunci Jawaban UKK PAT PPKN Kelas 7 =DISINI=
  • Soal dan Kunci Jawaban UKK PAT Prakarya Kelas 7 =DISINI=
  • Soal dan Kunci Jawaban UKK PAT Seni Budaya Kelas 7 =DISINI=

Preview Soal UKK PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs Kurikulum 2013

I. Pilihlah jawaban yang paling tepat.
1. How often does Rena practice the dance?
A. Once a week C. Three times a week
B. Twice a week D. Four times a week
2. What does Rena’s do on Saturday morning?
A. she goes to the cinema C. she visits the library
B. she goes to an English course D. she goes to swimming pool
3. When is Rena off school?
A. on Fridays C. on Saturdays and Sundays
B. on Fridays and Saturdays D. every day
4. When does Rena visit the library?
A. on Thursday afternoon C. on Monday afternoon
B. on Thursday morning D. on Monday morning
5. On Friday Rena . . . .
A. visits the library                 C. goes to the swimming pool
B. goes to her English course D. goes home earlier from school
Download Soal UKK PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs  =DISINI=

Preview Kunci Jawaban Soal UKK PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs  Kurikulum 2013

NO KUNCI JAWABAN
1. C
2. B
3. C
4. C
5. A
Download Kunci Jawaban Soal UKK PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs  =DISINI=
Dapatkan Soal dan Kunci Jawaban UKK PAT lainnya di POSTINGAN INI

Try Out PPPK Gratis bisa diikuti DISINI

Demikian artikel sangkolan kali ini mengenai Soal dan Kunci Jawaban UKK PAT Bahasa Inggris Kelas 8 Semester 2 SMP/MTs . Semoga Bermanfaat.

thanks to websitedukasi for providing the original file

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Latihan Soal UP PPG Guru Bahasa Inggris SMK Terbaru

Latihan Soal UP PPG Guru Bahasa Inggris SMK Terbaru

Pada kesempatan kali ini sangkolan.com akan membahas mengenai Latihan Soal UP PPG Guru Bahasa Inggris SMK Terbaru. UP adalah singkatan dari Ujian Pengetahuan yang biasa dilaksanaakan menjelang akhir proses Pendidikan Profesi Guru (PPG).

Ketika teman-teman sudah menyelesaikan Modul-modul pembelajaran pada proses PPG, teman-teman Guru Bahasa Inggris SMK Terbaru akan disibukkan lagi dengan persiapan Ujian Kinerja (UKIN) Kemudian UP, Untungnya sebelum melaksanakan UP biasanya diminta untuk mengerjakan latihan soal sesuai dengan Kisi-Kisi Soal UP PPG Guru Bahasa Inggris SMK Terbaru.

Latihan Soal UP PPG Guru Bahasa Inggris SMK Terbaru berdasarkan dari kisi-kisi soal UP PPG Bahasa Inggris yang kami kutip dari laman resmi sergur.id.

Soal UP tidaklah terlalu sulit apabila teman-teman bisa memahami Latihan Soal UP PPG Guru Bahasa Inggris SMK Terbaru karena bentuk soalnya tidak jauh dari materi yang terdapat pada modul-modul yang sudah dipelajari. Memang ada sebagian soal yang tingkatnya sulit, namun apabila teman-teman bisa berpikir dengan tenang dan menguasi Latihan Soal UP PPG Guru Bahasa Inggris SMK Terbaru, maka akan bisa dengan mudah menjawab soal-soal yang diujikan.

Latihan Soal UP PPG Guru Bahasa Inggris SMK Terbaru
Latihan Soal UP PPG Guru Bahasa Inggris SMK Terbaru


Dibawah ini beberapa cuplikan 
Latihan  Soal UP PPG Guru Bahasa Inggris SMK Terbaru.

1. In doing action research, the researcher should understand the stages as suggested in which
of the following?
A. Preliminary study, planning, acting, implementing, observing, and refl ecting.
B. Preliminary study, planning, doing, acting, observing, and refl ecting.
C. Preliminary study, planning, acting and implementing, seeing, and refl ecting.
D. Preliminary study, planning, implementing, observing, and refl ecting.
E. Preliminary study, planning, doing, observing, seeing, and refl ecting.

2. To design a good lesson plan, a teacher should develop among other things these
elements EXCEPT….
A. indicators of competence achievement, materials, and media
B. instructional materials, teaching steps, and test item indicators
C. basic competences, learning objectives, and learning methods
D. assessment procedures, learning resources, and media
E. grading the materials, learning strategies, and scoring

3. The followings are what a teacher should do when one of his students does not understand
the question EXCEPT.…
A. ask another student to help him/her fi nd the answer
B. simplify the word and structure of the question
C. write the question on the black/whiteboard
D. repeat the question to help him understand it
E . explain the topic again and again

4. What follows are important for teachers to consider in making students learn English
eff ectively EXCEPT…
A. the rich sources for their learning and acquiring English
B. their aff ective states during learning processes
C. their use of knowledge of their mother tongue
D. their existing language input
E. their level of curiosity in learning English

5. Elements of competences in English speaking include….
A. Dramatizing an event, performing transactional monologs, and describing a situations
B. Narrating past events, describing things, and responding to implied meanings
C. Performing interpersonal and transactional dialogs and transactional monologs
D. Reporting events, describing places, and performing various interpersonal dialogs
E. Simulating transactional and interpersonal dialogs and describing objects

6. What is the teacher’s empathetic communication strategy when he/she knows that his/her student answers the question wrongly?
A. Tell him/her to pay attention to the material more seriously.
B. Ask her classmate to help him/her respond to the question.
C. Instruct him/her to read the learning material for the second time.
D. Ask him/her to do it at home as homework.
E. Repeat the question to help him/her answer the question correctly.

7. Mr. Dika is aware that his students consistently make grammatical errors in his grammar class. He then designs to conduct classroom action research by applying which of the following strategies?
A. Communicative language teaching.
B. Inductive method.
C. Contrastive analysis.
D. Mind-mapping.
E. Error analysis.

8. Utilizing strategies to motivate students’ learning is among key factors in making students  successful in learning English because it may.…
A. help students set their own achievable learning objectives
B. make the students enthusiastic about the teacher in learning
C. create a pleasant, relaxed and enjoyable learning environment
D. make students active participants in completing language tasks
E. use achievable and relevant learning materials helpful for students

9. Read the passage below.
When we were children, Hassan and I used to climb the poplar trees in the driveway of
the father’s house and annoy the neighbors by refl ecting sunlight into their homes with
a shard of mirror. We would sit across from each other _____, our naked feet dangling,
our trouser pockets fi lled with dried mulberries and walnuts. We took turns with the
mirror as we ate mulberries, pelted each other with them, giggling, laughing. I can still
see Hassan up on that tree, sunlight fl ickering through the leaves on his almost perfectly round face, a face like a Chinese doll chiseled from hardwood: his fl at, broad nose and slanting, narrow eyes like bamboo leaves, eyes that looked, depending on the light, gold, green, even sapphire. I can still see his tiny low-set ears and that pointed stub of a chin, a meaty appendage that looked like it was added as a mere afterthought. And the cleft lip, just off mid-line, where the Chinese doll maker’s instrument may have slipped, or _____ .
Which option best completes the second blank space in the passage?
A. perhaps he had simply grown tired and carelessly
B. perhaps he had simply gone tired and become careless
C. perhaps he had simply grown tiredly and carelessly
D. perhaps he had simply become tiring and careless
E. perhaps he had simply grown tired and careless

10. Read the passage below.
For centuries, people have searched for a way to replace dead and decaying teeth with
comfortable false teeth. Many materials have been used to make a set of false teeth. The
teeth themselves should be made from a hard and durable material. They should be secured to a soft material, making them easy to wear. In the last two decades, dentists succeeded in making durable false teeth that are comfortable, too.
Around 1844, an American dentist named Horace Wells used laughing gas to put people to sleep before working on their teeth. This innovation made dental work a lot less painful. 
Soon after, an inventor created the fi rst form of rubber. This was important to dentistry
because teeth could be attached to the rubber, and the rubber could be to fi t the shape of the mouth. With these two developments, dentist could work without causing pain and could fi t teeth more carefully. False teeth have become more available and comfortable since then, and dentists have continued to improve the making and use of false teeth.
What is the main idea of the passage above?
A. Horace Wells was known as the inventor of false teeth.
B. Important dentistry become supported with the false teeth technology.
C. Successful dentists were pioneering in the making of false teeth.
D. False teeth were successfully innovated by dentists.
E. Gold and bones were materials used in false teeth in the old time.

11. Read the passage.
Two 12-year-old girls are standing outside a mini-mart. They are wearing matching tube topsnand short skirts like Britney Spears clones. One holds a cigarette, like an adult, where everyone can see her. She looks around to make sure other girls are noticing her. When asked why she dresses the way she does, she says that she likes it. _____ it seems that the reason for her behavior is more complex. More specifi cally, it has more to do with her ambiguous role as a preteen in society. A young girl’s wanna-be look is caused by personal insecurity and peer pressure.
The connector that best completes the blank space in the passage above is....
A. Therefore,
B. However,
C. Because
D. Meanwhile,
E. For example,

12. Read the text.
Jacob hated fi nishing things almost as much as he loved starting them. As a result, he had gotten into a million hobbies and activities, but he never stuck with any of them long enough to get any good. He begged his mother for months for a guitar so that he could play Black Eyed Peas songs to Angie, a girl he liked, but after he fi nally got one for Christmas, he found out that guitars do not play themselves. He took a few lessons, but strumming the strings hurt his fi ngers and he didn not like holding the pick, so now the fi ve-hundred dollar guitar lives under his bed.
After reading an ad in the back of one of his comic books, Jacob decided that he wanted
a Wonder-Sweeper 5000 metal detector, so that he could fi nd buried pirate treasure. So
he mowed lawns all summer and did not spend his money on ice-cream like his younger
brother, Alex. He saved it all in a shoe box in his closet. Then he shoveled driveways all
winter, and he did not spend his money on candy and chips like his classmates. By the
time spring came, he had saved $200, and he purchased the Wonder-Sweeper 5000 metal detector. He beeped it around the park for a while, be he soon found out that no pirates had ever set sail in his neighborhood, and if they had they did not leave any treasure. Even though he found a key ring, forty-seven cents, and all the bottle caps he could throw, he buried the metal detector in his closest.
It is concluded from the passage that Jacob ….
A. collected many expensive items
B. liked to do useless activities
C. was a lazy and impatient person
D. made his mother disappointed
E. could easily aff ord what he wanted 

Di atas adalah cuplikan Latihan Soal UP PPG Guru Bahasa Inggris SMK Terbaru, Untuk melihat kunci jawaban dan pembahasannya silahkan download filenya di bawah ini/
UNDUH  Latihan Soal UP PPG Guru Bahasa Inggris SMK Terbaru
gabung di grup berbagi jawaban PPG Terbaru di https://t.me/kuncijawabanppg
Dapatkan Kisi-kisi Soal UP Di bawah ini

UNDUH Kisi-Kisi Soal UP PPG Guru Kelas TK

UNDUH Kisi-Kisi Soal UP PPG Guru Kelas Bawah SD
UNDUH Kisi-Kisi Soal UP PPG Guru Kelas Atas SD

UNDUH Kisi-Kisi Soal UP PPG Guru IPA SD
UNDUH Kisi-Kisi Soal UP PPG Guru IPA SMP

UNDUH Kisi-Kisi Soal UP PPG Guru IPS SD
UNDUH Kisi-Kisi Soal UP PPG Guru IPS SMP

UNDUH Kisi-Kisi Soal UP PPG Guru PKN SD
UNDUH Kisi-Kisi Soal UP PPG Guru PKN SMP
UNDUH Kisi-Kisi Soal UP PPG Guru PKN SMA
UNDUH Kisi-Kisi Soal UP PPG Guru PKN SMK

UNDUH Kisi-Kisi Soal UP PPG Guru Bahasa Indonesia SMP
UNDUH Kisi-Kisi Soal UP PPG Guru Bahasa Indonesia SMA
UNDUH Kisi-Kisi Soal UP PPG Guru Bahasa Indonesia SMK

UNDUH Kisi-Kisi Soal UP PPG Guru Bahasa Inggris SMP
UNDUH Kisi-Kisi Soal UP PPG Guru Bahasa Inggris SMA
UNDUH Kisi-Kisi Soal UP PPG Guru Bahasa Inggris SMK

UNDUH Kisi-Kisi Soal UP PPG Guru Matematika SMP
UNDUH Kisi-Kisi Soal UP PPG Guru Matematika SMA
UNDUH Kisi-Kisi Soal UP PPG Guru Matematika SMK

UNDUH Kisi-Kisi Soal UP PPG Guru PJOK SMP
UNDUH Kisi-Kisi Soal UP PPG Guru PJOK SMA
UNDUH Kisi-Kisi Soal UP PPG Guru PJOK SMK

UNDUH Kisi-Kisi Soal UP PPG Guru Fisika

UNDUH Kisi-Kisi Soal UP PPG Guru Kimia

UNDUH Kisi-Kisi Soal UP PPG Guru Biologi

UNDUH Kisi-Kisi Soal UP PPG Guru Sejarah

UNDUH Kisi-Kisi Soal UP PPG Guru Geografi

UNDUH Kisi-Kisi Soal UP PPG Guru Ekonomi

UNDUH Kisi-Kisi Soal UP PPG Guru Sosiologi

UNDUH Kisi-Kisi Soal UP PPG Guru Tata Busana


Demikian artikel sangkolan kali ini mengenai Latihan Soal UP PPG Guru Bahasa Inggris SMK Terbaru . Semoga informasi tersebut bisa bermanfaat bagi kita semua.

Silahkan tinggalkan komentar apabila ada pertanyaan yang ingin diajukan. 

Label: , ,

Latihan Soal UP PPG Guru Bahasa Inggris SMA Terbaru

Latihan Soal UP PPG Guru Bahasa Inggris SMA Terbaru

Pada kesempatan kali ini sangkolan.com akan membahas mengenai Latihan Soal UP PPG Guru Bahasa Inggris SMA Terbaru. UP adalah singkatan dari Ujian Pengetahuan yang biasa dilaksanaakan menjelang akhir proses Pendidikan Profesi Guru (PPG).

Ketika teman-teman sudah menyelesaikan Modul-modul pembelajaran pada proses PPG, teman-teman Guru Bahasa Inggris SMA Terbaru akan disibukkan lagi dengan persiapan Ujian Kinerja (UKIN) Kemudian UP, Untungnya sebelum melaksanakan UP biasanya diminta untuk mengerjakan latihan soal sesuai dengan Kisi-Kisi Soal UP PPG Guru Bahasa Inggris SMA Terbaru.

Latihan Soal UP PPG Guru Bahasa Inggris SMA Terbaru berdasarkan dari kisi-kisi soal UP PPG Bahasa Inggris yang kami kutip dari laman resmi sergur.id.

Soal UP tidaklah terlalu sulit apabila teman-teman bisa memahami Latihan Soal UP PPG Guru Bahasa Inggris SMA Terbaru karena bentuk soalnya tidak jauh dari materi yang terdapat pada modul-modul yang sudah dipelajari. Memang ada sebagian soal yang tingkatnya sulit, namun apabila teman-teman bisa berpikir dengan tenang dan menguasi Latihan Soal UP PPG Guru Bahasa Inggris SMA Terbaru, maka akan bisa dengan mudah menjawab soal-soal yang diujikan.

Latihan Soal UP PPG Guru Bahasa Inggris SMA Terbaru
Latihan Soal UP PPG Guru Bahasa Inggris SMA Terbaru


Dibawah ini beberapa cuplikan 
Latihan  Soal UP PPG Guru Bahasa Inggris SMA Terbaru.

1. In doing action research, the researcher should understand the stages as suggested in which
of the following?
A. Preliminary study, planning, acting, implementing, observing, and refl ecting.
B. Preliminary study, planning, doing, acting, observing, and refl ecting.
C. Preliminary study, planning, acting and implementing, seeing, and refl ecting.
D. Preliminary study, planning, implementing, observing, and refl ecting.
E. Preliminary study, planning, doing, observing, seeing, and refl ecting.

2. To design a good lesson plan, a teacher should develop among other things these
elements EXCEPT….
A. indicators of competence achievement, materials, and media
B. instructional materials, teaching steps, and test item indicators
C. basic competences, learning objectives, and learning methods
D. assessment procedures, learning resources, and media
E. grading the materials, learning strategies, and scoring

3. The followings are what a teacher should do when one of his students does not understand
the question EXCEPT.…
A. ask another student to help him/her fi nd the answer
B. simplify the word and structure of the question
C. write the question on the black/whiteboard
D. repeat the question to help him understand it
E . explain the topic again and again

4. What follows are important for teachers to consider in making students learn English
eff ectively EXCEPT…
A. the rich sources for their learning and acquiring English
B. their aff ective states during learning processes
C. their use of knowledge of their mother tongue
D. their existing language input
E. their level of curiosity in learning English

5. Elements of competences in English speaking include….
A. Dramatizing an event, performing transactional monologs, and describing a situations
B. Narrating past events, describing things, and responding to implied meanings
C. Performing interpersonal and transactional dialogs and transactional monologs
D. Reporting events, describing places, and performing various interpersonal dialogs
E. Simulating transactional and interpersonal dialogs and describing objects

6. What is the teacher’s empathetic communication strategy when he/she knows that his/her student answers the question wrongly?
A. Tell him/her to pay attention to the material more seriously.
B. Ask her classmate to help him/her respond to the question.
C. Instruct him/her to read the learning material for the second time.
D. Ask him/her to do it at home as homework.
E. Repeat the question to help him/her answer the question correctly.

7. Mr. Dika is aware that his students consistently make grammatical errors in his grammar class. He then designs to conduct classroom action research by applying which of the following strategies?
A. Communicative language teaching.
B. Inductive method.
C. Contrastive analysis.
D. Mind-mapping.
E. Error analysis.

8. Utilizing strategies to motivate students’ learning is among key factors in making students  successful in learning English because it may.…
A. help students set their own achievable learning objectives
B. make the students enthusiastic about the teacher in learning
C. create a pleasant, relaxed and enjoyable learning environment
D. make students active participants in completing language tasks
E. use achievable and relevant learning materials helpful for students

9. Read the passage below.
When we were children, Hassan and I used to climb the poplar trees in the driveway of
the father’s house and annoy the neighbors by refl ecting sunlight into their homes with
a shard of mirror. We would sit across from each other _____, our naked feet dangling,
our trouser pockets fi lled with dried mulberries and walnuts. We took turns with the
mirror as we ate mulberries, pelted each other with them, giggling, laughing. I can still
see Hassan up on that tree, sunlight fl ickering through the leaves on his almost perfectly round face, a face like a Chinese doll chiseled from hardwood: his fl at, broad nose and slanting, narrow eyes like bamboo leaves, eyes that looked, depending on the light, gold, green, even sapphire. I can still see his tiny low-set ears and that pointed stub of a chin, a meaty appendage that looked like it was added as a mere afterthought. And the cleft lip, just off mid-line, where the Chinese doll maker’s instrument may have slipped, or _____ .
Which option best completes the second blank space in the passage?
A. perhaps he had simply grown tired and carelessly
B. perhaps he had simply gone tired and become careless
C. perhaps he had simply grown tiredly and carelessly
D. perhaps he had simply become tiring and careless
E. perhaps he had simply grown tired and careless

10. Read the passage below.
For centuries, people have searched for a way to replace dead and decaying teeth with
comfortable false teeth. Many materials have been used to make a set of false teeth. The
teeth themselves should be made from a hard and durable material. They should be secured to a soft material, making them easy to wear. In the last two decades, dentists succeeded in making durable false teeth that are comfortable, too.
Around 1844, an American dentist named Horace Wells used laughing gas to put people to sleep before working on their teeth. This innovation made dental work a lot less painful. 
Soon after, an inventor created the fi rst form of rubber. This was important to dentistry
because teeth could be attached to the rubber, and the rubber could be to fi t the shape of the mouth. With these two developments, dentist could work without causing pain and could fi t teeth more carefully. False teeth have become more available and comfortable since then, and dentists have continued to improve the making and use of false teeth.
What is the main idea of the passage above?
A. Horace Wells was known as the inventor of false teeth.
B. Important dentistry become supported with the false teeth technology.
C. Successful dentists were pioneering in the making of false teeth.
D. False teeth were successfully innovated by dentists.
E. Gold and bones were materials used in false teeth in the old time.

11. Read the passage.
Two 12-year-old girls are standing outside a mini-mart. They are wearing matching tube topsnand short skirts like Britney Spears clones. One holds a cigarette, like an adult, where everyone can see her. She looks around to make sure other girls are noticing her. When asked why she dresses the way she does, she says that she likes it. _____ it seems that the reason for her behavior is more complex. More specifi cally, it has more to do with her ambiguous role as a preteen in society. A young girl’s wanna-be look is caused by personal insecurity and peer pressure.
The connector that best completes the blank space in the passage above is....
A. Therefore,
B. However,
C. Because
D. Meanwhile,
E. For example,

12. Read the text.
Jacob hated fi nishing things almost as much as he loved starting them. As a result, he had gotten into a million hobbies and activities, but he never stuck with any of them long enough to get any good. He begged his mother for months for a guitar so that he could play Black Eyed Peas songs to Angie, a girl he liked, but after he fi nally got one for Christmas, he found out that guitars do not play themselves. He took a few lessons, but strumming the strings hurt his fi ngers and he didn not like holding the pick, so now the fi ve-hundred dollar guitar lives under his bed.
After reading an ad in the back of one of his comic books, Jacob decided that he wanted
a Wonder-Sweeper 5000 metal detector, so that he could fi nd buried pirate treasure. So
he mowed lawns all summer and did not spend his money on ice-cream like his younger
brother, Alex. He saved it all in a shoe box in his closet. Then he shoveled driveways all
winter, and he did not spend his money on candy and chips like his classmates. By the
time spring came, he had saved $200, and he purchased the Wonder-Sweeper 5000 metal detector. He beeped it around the park for a while, be he soon found out that no pirates had ever set sail in his neighborhood, and if they had they did not leave any treasure. Even though he found a key ring, forty-seven cents, and all the bottle caps he could throw, he buried the metal detector in his closest.
It is concluded from the passage that Jacob ….
A. collected many expensive items
B. liked to do useless activities
C. was a lazy and impatient person
D. made his mother disappointed
E. could easily aff ord what he wanted 

Di atas adalah cuplikan Latihan Soal UP PPG Guru Bahasa Inggris SMA Terbaru, Untuk melihat kunci jawaban dan pembahasannya silahkan download filenya di bawah ini/
UNDUH  Latihan Soal UP PPG Guru Bahasa Inggris SMA Terbaru
gabung di grup berbagi jawaban PPG Terbaru di https://t.me/kuncijawabanppg
Dapatkan Kisi-kisi Soal UP Di bawah ini

UNDUH Kisi-Kisi Soal UP PPG Guru Kelas TK

UNDUH Kisi-Kisi Soal UP PPG Guru Kelas Bawah SD
UNDUH Kisi-Kisi Soal UP PPG Guru Kelas Atas SD

UNDUH Kisi-Kisi Soal UP PPG Guru IPA SD
UNDUH Kisi-Kisi Soal UP PPG Guru IPA SMP

UNDUH Kisi-Kisi Soal UP PPG Guru IPS SD
UNDUH Kisi-Kisi Soal UP PPG Guru IPS SMP

UNDUH Kisi-Kisi Soal UP PPG Guru PKN SD
UNDUH Kisi-Kisi Soal UP PPG Guru PKN SMP
UNDUH Kisi-Kisi Soal UP PPG Guru PKN SMA
UNDUH Kisi-Kisi Soal UP PPG Guru PKN SMK

UNDUH Kisi-Kisi Soal UP PPG Guru Bahasa Indonesia SMP
UNDUH Kisi-Kisi Soal UP PPG Guru Bahasa Indonesia SMA
UNDUH Kisi-Kisi Soal UP PPG Guru Bahasa Indonesia SMK

UNDUH Kisi-Kisi Soal UP PPG Guru Bahasa Inggris SMP
UNDUH Kisi-Kisi Soal UP PPG Guru Bahasa Inggris SMA
UNDUH Kisi-Kisi Soal UP PPG Guru Bahasa Inggris SMK

UNDUH Kisi-Kisi Soal UP PPG Guru Matematika SMP
UNDUH Kisi-Kisi Soal UP PPG Guru Matematika SMA
UNDUH Kisi-Kisi Soal UP PPG Guru Matematika SMK

UNDUH Kisi-Kisi Soal UP PPG Guru PJOK SMP
UNDUH Kisi-Kisi Soal UP PPG Guru PJOK SMA
UNDUH Kisi-Kisi Soal UP PPG Guru PJOK SMK

UNDUH Kisi-Kisi Soal UP PPG Guru Fisika

UNDUH Kisi-Kisi Soal UP PPG Guru Kimia

UNDUH Kisi-Kisi Soal UP PPG Guru Biologi

UNDUH Kisi-Kisi Soal UP PPG Guru Sejarah

UNDUH Kisi-Kisi Soal UP PPG Guru Geografi

UNDUH Kisi-Kisi Soal UP PPG Guru Ekonomi

UNDUH Kisi-Kisi Soal UP PPG Guru Sosiologi

UNDUH Kisi-Kisi Soal UP PPG Guru Tata Busana


Demikian artikel sangkolan kali ini mengenai Latihan Soal UP PPG Guru Bahasa Inggris SMA Terbaru . Semoga informasi tersebut bisa bermanfaat bagi kita semua.

Silahkan tinggalkan komentar apabila ada pertanyaan yang ingin diajukan. 

Label: , ,

Latihan Soal UP PPG Guru Bahasa Inggris SMP Terbaru

Latihan Soal UP PPG Guru Bahasa Inggris SMP Terbaru

Pada kesempatan kali ini sangkolan.com akan membahas mengenai Latihan Soal UP PPG Guru Bahasa Inggris SMP Terbaru. UP adalah singkatan dari Ujian Pengetahuan yang biasa dilaksanaakan menjelang akhir proses Pendidikan Profesi Guru (PPG).

Ketika teman-teman sudah menyelesaikan Modul-modul pembelajaran pada proses PPG, teman-teman Guru Bahasa Inggris SMP Terbaru akan disibukkan lagi dengan persiapan Ujian Kinerja (UKIN) Kemudian UP, Untungnya sebelum melaksanakan UP biasanya diminta untuk mengerjakan latihan soal sesuai dengan Kisi-Kisi Soal UP PPG Guru Bahasa Inggris SMP Terbaru.

Latihan Soal UP PPG Guru Bahasa Inggris SMP Terbaru berdasarkan dari kisi-kisi soal UP PPG Bahasa Inggris yang kami kutip dari laman resmi sergur.id.

Soal UP tidaklah terlalu sulit apabila teman-teman bisa memahami Latihan Soal UP PPG Guru Bahasa Inggris SMP Terbaru karena bentuk soalnya tidak jauh dari materi yang terdapat pada modul-modul yang sudah dipelajari. Memang ada sebagian soal yang tingkatnya sulit, namun apabila teman-teman bisa berpikir dengan tenang dan menguasi Latihan Soal UP PPG Guru Bahasa Inggris SMP Terbaru, maka akan bisa dengan mudah menjawab soal-soal yang diujikan.

Latihan Soal UP PPG Guru Bahasa Inggris SMP Terbaru
Latihan Soal UP PPG Guru Bahasa Inggris SMP Terbaru


Dibawah ini beberapa cuplikan 
Latihan  Soal UP PPG Guru Bahasa Inggris SMP Terbaru.

1. In doing action research, the researcher should understand the stages as suggested in which
of the following?
A. Preliminary study, planning, acting, implementing, observing, and refl ecting.
B. Preliminary study, planning, doing, acting, observing, and refl ecting.
C. Preliminary study, planning, acting and implementing, seeing, and refl ecting.
D. Preliminary study, planning, implementing, observing, and refl ecting.
E. Preliminary study, planning, doing, observing, seeing, and refl ecting.

2. To design a good lesson plan, a teacher should develop among other things these
elements EXCEPT….
A. indicators of competence achievement, materials, and media
B. instructional materials, teaching steps, and test item indicators
C. basic competences, learning objectives, and learning methods
D. assessment procedures, learning resources, and media
E. grading the materials, learning strategies, and scoring

3. The followings are what a teacher should do when one of his students does not understand
the question EXCEPT.…
A. ask another student to help him/her fi nd the answer
B. simplify the word and structure of the question
C. write the question on the black/whiteboard
D. repeat the question to help him understand it
E . explain the topic again and again

4. What follows are important for teachers to consider in making students learn English
eff ectively EXCEPT…
A. the rich sources for their learning and acquiring English
B. their aff ective states during learning processes
C. their use of knowledge of their mother tongue
D. their existing language input
E. their level of curiosity in learning English

5. Elements of competences in English speaking include….
A. Dramatizing an event, performing transactional monologs, and describing a situations
B. Narrating past events, describing things, and responding to implied meanings
C. Performing interpersonal and transactional dialogs and transactional monologs
D. Reporting events, describing places, and performing various interpersonal dialogs
E. Simulating transactional and interpersonal dialogs and describing objects

6. What is the teacher’s empathetic communication strategy when he/she knows that his/her student answers the question wrongly?
A. Tell him/her to pay attention to the material more seriously.
B. Ask her classmate to help him/her respond to the question.
C. Instruct him/her to read the learning material for the second time.
D. Ask him/her to do it at home as homework.
E. Repeat the question to help him/her answer the question correctly.

7. Mr. Dika is aware that his students consistently make grammatical errors in his grammar class. He then designs to conduct classroom action research by applying which of the following strategies?
A. Communicative language teaching.
B. Inductive method.
C. Contrastive analysis.
D. Mind-mapping.
E. Error analysis.

8. Utilizing strategies to motivate students’ learning is among key factors in making students  successful in learning English because it may.…
A. help students set their own achievable learning objectives
B. make the students enthusiastic about the teacher in learning
C. create a pleasant, relaxed and enjoyable learning environment
D. make students active participants in completing language tasks
E. use achievable and relevant learning materials helpful for students

9. Read the passage below.
When we were children, Hassan and I used to climb the poplar trees in the driveway of
the father’s house and annoy the neighbors by refl ecting sunlight into their homes with
a shard of mirror. We would sit across from each other _____, our naked feet dangling,
our trouser pockets fi lled with dried mulberries and walnuts. We took turns with the
mirror as we ate mulberries, pelted each other with them, giggling, laughing. I can still
see Hassan up on that tree, sunlight fl ickering through the leaves on his almost perfectly round face, a face like a Chinese doll chiseled from hardwood: his fl at, broad nose and slanting, narrow eyes like bamboo leaves, eyes that looked, depending on the light, gold, green, even sapphire. I can still see his tiny low-set ears and that pointed stub of a chin, a meaty appendage that looked like it was added as a mere afterthought. And the cleft lip, just off mid-line, where the Chinese doll maker’s instrument may have slipped, or _____ .
Which option best completes the second blank space in the passage?
A. perhaps he had simply grown tired and carelessly
B. perhaps he had simply gone tired and become careless
C. perhaps he had simply grown tiredly and carelessly
D. perhaps he had simply become tiring and careless
E. perhaps he had simply grown tired and careless

10. Read the passage below.
For centuries, people have searched for a way to replace dead and decaying teeth with
comfortable false teeth. Many materials have been used to make a set of false teeth. The
teeth themselves should be made from a hard and durable material. They should be secured to a soft material, making them easy to wear. In the last two decades, dentists succeeded in making durable false teeth that are comfortable, too.
Around 1844, an American dentist named Horace Wells used laughing gas to put people to sleep before working on their teeth. This innovation made dental work a lot less painful. 
Soon after, an inventor created the fi rst form of rubber. This was important to dentistry
because teeth could be attached to the rubber, and the rubber could be to fi t the shape of the mouth. With these two developments, dentist could work without causing pain and could fi t teeth more carefully. False teeth have become more available and comfortable since then, and dentists have continued to improve the making and use of false teeth.
What is the main idea of the passage above?
A. Horace Wells was known as the inventor of false teeth.
B. Important dentistry become supported with the false teeth technology.
C. Successful dentists were pioneering in the making of false teeth.
D. False teeth were successfully innovated by dentists.
E. Gold and bones were materials used in false teeth in the old time.

11. Read the passage.
Two 12-year-old girls are standing outside a mini-mart. They are wearing matching tube topsnand short skirts like Britney Spears clones. One holds a cigarette, like an adult, where everyone can see her. She looks around to make sure other girls are noticing her. When asked why she dresses the way she does, she says that she likes it. _____ it seems that the reason for her behavior is more complex. More specifi cally, it has more to do with her ambiguous role as a preteen in society. A young girl’s wanna-be look is caused by personal insecurity and peer pressure.
The connector that best completes the blank space in the passage above is....
A. Therefore,
B. However,
C. Because
D. Meanwhile,
E. For example,

12. Read the text.
Jacob hated fi nishing things almost as much as he loved starting them. As a result, he had gotten into a million hobbies and activities, but he never stuck with any of them long enough to get any good. He begged his mother for months for a guitar so that he could play Black Eyed Peas songs to Angie, a girl he liked, but after he fi nally got one for Christmas, he found out that guitars do not play themselves. He took a few lessons, but strumming the strings hurt his fi ngers and he didn not like holding the pick, so now the fi ve-hundred dollar guitar lives under his bed.
After reading an ad in the back of one of his comic books, Jacob decided that he wanted
a Wonder-Sweeper 5000 metal detector, so that he could fi nd buried pirate treasure. So
he mowed lawns all summer and did not spend his money on ice-cream like his younger
brother, Alex. He saved it all in a shoe box in his closet. Then he shoveled driveways all
winter, and he did not spend his money on candy and chips like his classmates. By the
time spring came, he had saved $200, and he purchased the Wonder-Sweeper 5000 metal detector. He beeped it around the park for a while, be he soon found out that no pirates had ever set sail in his neighborhood, and if they had they did not leave any treasure. Even though he found a key ring, forty-seven cents, and all the bottle caps he could throw, he buried the metal detector in his closest.
It is concluded from the passage that Jacob ….
A. collected many expensive items
B. liked to do useless activities
C. was a lazy and impatient person
D. made his mother disappointed
E. could easily aff ord what he wanted 

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