Strategi Menjawab Soal Bahasa Inggris Akademik: Inferential Questions

Setelah membahas tentang strategi menjawab soal bahasa Inggris akademik berjenis literal questions, kali ini akan dibahas strategi menjawab soal Bahasa Inggris sesi reading dengan jenis inferential questions. Inferential question sendiri merupakan jenis pertanyaan yang jawabannya tidak tertera secara eksplisit di dalam bacaan atau teks.

Berikut ini disajikan sebuah teks akademik (Hà & Huertas-Abril, 2024) yang diikuti dengan 10 pertanyaan. Silakan jawab pertanyaan-pertanyaan berikut. Untuk melihat kunci jawaban atau jawaban benar untuk masing-masing pertanyaan, klik pada soal.

Reading Passage

The article reviews different interventions to teach critical reading and proposes a two-stage critical reading model, starting from identifying author's purposes to responding to the text. In the stage of identifying the author's purposes, students need to analyse the text and connect the text to its context. In the stage of responding to the text, students need to base on their interpretation they get from the text to evaluate and respond to the text. A majority of students believed that the model helped them to practise fundamental reading skills, such as identifying the main idea, arguments, and evidence, to construct their critical thinking by reflecting, understanding different perspectives and building their own arguments. From students’ suggestions, the model is revised to make it more interactive and dynamic by applying the double-entry note technique and repetitive reading in groups with discussion to exchange viewpoints and interpretation.

The study is not without limitations. First, the effect of the model was evaluated through the feedback of students. In order to see how the model helps students with their critical reading, a longitudinal study with different assessment tools (such as a paper test, a performance in a real situation) need to be designed to evaluate students’ progress when applying the critical reading model. Second, the study was conducted as a lesson for students in which the critical reading model was applied, while critical reading needs to be built with time and a series of sessions with organised materials, and each session can aim at a specific critical reading skill. Therefore, for future research, the model can be applied to design a critical reading course which also integrates different assessment tools to evaluate students’ progress. This can be used for the evaluation of the effect of the model as an intervention to support students’ critical reading. Third, due to the limited time of the lesson period, the role-play which is an extension part of the model was not conducted in the pilot study. In future research, different lessons with the role-play as an extension part of critical reading should be carried out, in which role-play is both the means to develop critical thinking, also the ends and the performance tool to evaluate learners’ critical reading and thinking.

What can be inferred as the primary purpose of the two-stage critical reading model?

C) To improve students' ability to understand and evaluate texts.

The text emphasizes that the model aims to help students with text comprehension and critical thinking, including identifying main ideas, arguments, and evidence, and then using that understanding to evaluate and respond to the text.

A) To teach students how to read quickly
B) To help students identify grammatical errors
C) To improve students' ability to understand and evaluate texts
D) To ensure students memorize the content of the text

Why might the double-entry note technique and repetitive group reading be introduced into the model?

B) To encourage more interaction and deeper reflection on the text.

The text mentions that the model was revised to make it more interactive and dynamic. The double-entry note technique and group discussions likely help students to reflect on different perspectives and interpretations of the text.

A) To make reading faster
B) To encourage more interaction and deeper reflection on the text
C) To reduce the need for class discussions
D) To focus more on grammar and vocabulary learning

What is the likely reason for recommending a longitudinal study to evaluate the model?

B) It allows for a deeper and more comprehensive assessment of the model’s effectiveness over time

The text explains that while student feedback was useful, a longitudinal study with various assessment tools would offer a more detailed evaluation of how the model impacts students' progress in critical reading.

A) It helps gather immediate feedback from students
B) It allows for a deeper and more comprehensive assessment of the model’s effectiveness over time
C) It provides quicker results than other methods
D) It focuses primarily on assessing students' memory retention

Why is it important for the model to be applied over multiple sessions rather than in a single lesson?

C) It allows students to gradually develop different critical reading skills over time

The text states that critical reading needs to be built over time and through a series of sessions, with each session focusing on specific skills.

A) It helps students finish reading faster
B) It ensures students memorize the text more thoroughly
C) It allows students to gradually develop different critical reading skills over time
D) It makes the material easier to understand

What might be the impact of using role-play in future research on the model?

C) Role-play will serve as a tool for both developing and assessing critical thinking

The text mentions that role-play could be used as a means to develop critical thinking and also as a performance tool to evaluate students' critical reading and thinking.

A) Role-play will replace group discussions
B) Role-play will develop students' grammar skills
C) Role-play will serve as a tool for both developing and assessing critical thinking
D) Role-play will help students memorize key points of the text

Why does the text suggest integrating different assessment tools like paper tests and real-world performance into future research?

B) To evaluate students' performance in multiple ways, not just through feedback

The text highlights that feedback alone was not sufficient for a complete evaluation. Using a variety of assessment tools would provide a more comprehensive understanding of students' progress.

A) To reduce the number of lessons required for critical reading
B) To evaluate students' performance in multiple ways, not just through feedback
C) To make students complete tasks faster
D) To focus solely on testing students' memory of the text

What could be inferred as a limitation of the pilot study on the critical reading model?

B) The students did not engage in role-play, which limited their critical reading development

The text specifically mentions that the role-play, which is an important part of the model, was not conducted in the pilot study due to time constraints.

A) The students found the model too difficult
B) The students did not engage in role-play, which limited their critical reading development
C) The model was too long to be applied in a single session
D) The model focused too much on grammar

Why is the revised model described as "more interactive and dynamic"?

A) It emphasizes rote memorization
B) It allows for more student participation through discussions and note-taking
C) It requires students to read more text in a shorter amount of time
D) It focuses solely on individual reading skills

What is the benefit of applying the model to a course rather than just one lesson, according to the text?

B) It allows students to develop critical reading skills gradually and thoroughly

The text suggests that critical reading requires time and multiple sessions, with each session targeting specific skills, to fully develop students' abilities.

A) It makes it easier to grade students
B) It allows students to develop critical reading skills gradually and thoroughly
C) It requires less time for students to engage with the text
D) It focuses solely on memorization of key points

What is a likely outcome of incorporating the role-play component into future lessons, as inferred from the text?

B) Students will better develop both their critical reading and thinking skills

The role-play is intended to serve as both a development tool and a means of evaluating students' critical reading and thinking, as stated in the text.

A) Students will have more fun but less critical reading development
B) Students will better develop both their critical reading and thinking skills
C) Students will focus more on memorizing the text
D) Students will improve their ability to summarize texts

Sumber Bacaan: Hà, T.A. & Huertas-Abril, C.A. 2024. Teaching critical reading in higher education: A literature review and pedagogical framework proposal. Thinking Skills and Creativity. Elsevier.