TYPE SOAL REGULER

SOAL UJIAN AKHIR SEMESTER (UAS) GENAP 2020/2021

Mata Kuliah : Reading for Academic Purposes
Dosen : Siska Rizkiani, M.Pd
Kelas / Angkatan : A1 A2 A3 A4/ 2019
Program studi : Pendidikan Bahasa Inggris
Waktu : 90 menit

Petunjuk :
1. Jawablah pertanyaan–pertanyaan di bawah ini dengan jelas dan tepat.
2. Kerjakan terlebih dahulu pertanyaan yang Anda anggap paling mudah.
3. Periksa kembali jawaban Anda sebelum diserahkan.
4. DILARANG googling, mencontek/kerjasama dengan yang lain.
5. Jika ada pertanyaan, silahkan tanyakan ke Dosen pengampu MK
6. Zoom Wajib aktif dengan kamera menyala saat UAS
7. Daftar Hadir akan dishare di Chat Zoom

A. Reading for Information

Please read the following text carefully and investigate the important points of the text. You
can use the help of signposts from the writers. Be detail.

Feedback from teachers has been part of language learning since it is believed to affect the
students’ achievement. Teacher’s feedback might be positive or negative. Positive
feedback means that the students may have responded accurately as expected by the
teacher. This positive feedback is allegedly to support and motivate the students to
continue learning. However, teacher’s positive feedback in some way may lead an
ambiguous meaning, for example teacher may say “Good” or “Yes” for students’ effort and
not for their correct language use (Ellis, 2009). Thus, Ellis stated, positive feedback had
received little attention. On the other hand, negative feedback is given when the students
perform below expectation. Negative feedback aims at correcting the students. Experts
have had different views “whether to correct errors, what errors to correct, how to correct
then, and when to correct them” (Ellis, 2009). Negative feedback is also known as
corrective feedback.

Furthermore, corrective feedback has been a contentious issue on its role in influencing
students’ competency especially in grammar and writing. Some argue for its efficacy, while
some others contradict to it. It is stated that the issue may occur since the study is not well
designed causing controversial results (Bitchener, 2008; Ellis, 2009; Ferris, Liu, Sinha, &
Senna, 2012). The controversy began when Truscott claimed that error correction in
students second language is harmful and ineffective (Bitchener, 2008; Eslami, 2014). He
argues “grammar correction has no place in writing and should be abandoned” (Truscott,
1996). His suggestion received some counterargument that corrective feedback do affect
the students’ competency in positive way (Bitchener & Ferris, n.d.; Bitchener & Knoch,
2009; Ferris et al., 2012; Russell & Spada, 2006; Sia & Cheung, 2017).
Source: Rizkiani, Bhuana, Rizqiya (2020). Coded VS Uncoded Corrective Feedback in Teaching Writing Descriptive Text.
ELTIN Journal.

B. Reading Graphic
Study the following graphic.

Source: link.springer.com

Find the specific information in the graphic to create a clear descriptive paragraph
containing total cases, total death, total recovered, active cases and the conclusion
of all countries that can be drawn from the graphic.

C. Critical Reading, Comparing Sources, and Reading for Research

1. Find two journal articles in the same topic. Read them carefully and answer the
questions below for each of them:
a. What is the article about?
b. What is the writer’s main point?
c. Give your own resonable argument about those two articles.

2. From those two journal articles, try to compare and contrast them. To do so, find at
least 5 (five) aspects contained in those articles. Elaborate your answer.

3. Focus on the abstracts of those two journal articles. From each abstract, identify:
a. What is special about the research?
b. What are problems/questions the researcher asked?
c. What answers the researcher found?

SRZ

Mengetahui,
Ketua Program Studi Koordinator KBK Dosen Pembuat

Yana, S.Pd, M.Hum Dra. Evie Kareviati M.Pd Siska Rizkiani, M.Pd