UAS sudah di depan mata, dan bagi mahasiswa Universitas Terbuka, tekanan itu terasa nyata. Bukan sekadar soal rajin atau malas, tapi bagaimana caranya mengolah tumpukan modul menjadi pemahaman yang betul-betul menancap di kepala. Strategi belajar yang tepat jauh lebih menentukan daripada sekadar duduk berjam-jam menatap halaman.
Mata kuliah PBIS4222 Listening III termasuk yang layak mendapat perhatian lebih. Materi di dalamnya bukan cuma soal teori, melainkan melatih kepekaan dalam memahami pesan lisan secara akurat. Di era komunikasi yang serba cepat seperti sekarang, kemampuan listening yang tajam adalah bekal nyata.
Salah satu cara paling efektif untuk mempersiapkan diri adalah dengan rajin berlatih mengerjakan Soal UAS UT PBIS4222 Listening III. Lewat latihan, kamu bisa mengenali pola soal yang sering muncul, melatih kecepatan berpikir, dan menemukan celah materi.
Catatan: Soal-soal ini akan terus diperbarui mengikuti modul terbaru Universitas Terbuka.
Soal UT PBIS4222 Listening III
1.
The main idea of a listening passage is best described as…
A. A specific detail mentioned only once in the passage
B. The central point that the speaker consistently develops throughout the passage
C. The first sentence spoken by the narrator
D. A supporting fact that elaborates on a minor topic
Jawaban: B. The central point that the speaker consistently develops throughout the passage. Main idea merujuk pada gagasan utama yang menjadi inti keseluruhan wacana, bukan detail spesifik atau kalimat pembuka saja.
2.
In the context of Listening III, “identifying themes” means…
A. Recognizing the recurring subject or topic that unifies a listening passage
B. Memorizing every word spoken by the narrator
C. Writing a word-for-word transcription of the audio
D. Counting the number of sentences in the passage
Jawaban: A. Recognizing the recurring subject or topic that unifies a listening passage. Identifying themes berkaitan dengan kemampuan mengenali subjek atau topik berulang yang menyatukan isi wacana lisan.
3.
When a listener is asked to “give a title” to a passage, the most appropriate title should…
A. Reflect only the concluding sentence of the passage
B. Be taken word-for-word from the opening line
C. Capture the overall main idea of the entire passage
D. Highlight the most dramatic detail in the passage
Jawaban: C. Capture the overall main idea of the entire passage. Judul yang baik harus merangkum gagasan utama seluruh wacana, bukan hanya bagian tertentu saja.
4.
Finding the topic of a listening passage is different from finding the main idea because the topic is…
A. A complete sentence that summarizes the passage
B. The speaker’s personal opinion about the subject
C. A detailed elaboration of each supporting idea
D. A word or phrase that names what the passage is about
Jawaban: D. A word or phrase that names what the passage is about. Topik adalah kata atau frasa yang menyebutkan subjek wacana, sedangkan main idea adalah kalimat lengkap yang menjelaskan apa yang dikatakan tentang topik tersebut.
5.
A listener hears a passage about the benefits of daily exercise. The listener then correctly states, “This passage is about why exercising every day is good for health.” This listener has successfully…
A. Identified an implicit detail in the passage
B. Identified the main idea of the passage
C. Reconstructed the context of the passage
D. Completed notes about the passage
Jawaban: B. Identified the main idea of the passage. Pernyataan pendengar merangkum inti keseluruhan wacana dalam satu kalimat lengkap, yang merupakan ciri identifikasi main idea.
6.
Which of the following best describes an “explicit detail” in a listening passage?
A. Information that the listener must deduce from clues in the passage
B. A general theme that runs throughout the passage
C. Information that is directly and clearly stated by the speaker
D. A conclusion reached by combining several pieces of information
Jawaban: C. Information that is directly and clearly stated by the speaker. Explicit detail adalah informasi yang secara langsung dan jelas disebutkan oleh pembicara, tanpa perlu penafsiran lebih lanjut.
7.
Implicit details in a listening passage require the listener to…
A. Draw inferences from information that is not directly stated
B. Repeat exactly what the speaker has said
C. Identify words that are repeated most frequently
D. Write down all numbers and dates mentioned in the passage
Jawaban: A. Draw inferences from information that is not directly stated. Implicit detail mengharuskan pendengar menyimpulkan informasi yang tidak disebutkan secara langsung berdasarkan konteks dan petunjuk dalam wacana.
8.
A student listens to a conversation and realizes the speakers are in a hospital, even though no one directly mentions the word “hospital.” The student has successfully identified a/an…
A. Explicit detail
B. Main idea
C. Listening theme
D. Implicit detail
Jawaban: D. Implicit detail. Karena lokasi tidak disebutkan secara langsung, siswa menggunakan petunjuk kontekstual untuk menyimpulkan informasi tersebut, yang merupakan ciri implicit detail.
9.
In Module 02 of Listening III, the skill of identifying explicit details is important because it helps listeners…
A. Guess the emotional state of the speaker
B. Locate specific facts and information stated in the passage
C. Create a diagram based on the speaker’s words
D. Arrange sentences in a logical sequence
Jawaban: B. Locate specific facts and information stated in the passage. Kemampuan mengidentifikasi explicit detail membantu pendengar menemukan fakta dan informasi spesifik yang secara langsung disebutkan dalam wacana.
10.
Which strategy is most effective when a listener attempts to identify implicit details from a spoken passage?
A. Listening only for numbers and proper nouns
B. Focusing on the speed of the speaker’s delivery
C. Using contextual clues and background knowledge to infer meaning
D. Repeating the passage silently before answering
Jawaban: C. Using contextual clues and background knowledge to infer meaning. Mengidentifikasi implicit detail memerlukan penggunaan petunjuk kontekstual dan pengetahuan latar untuk menyimpulkan informasi yang tidak eksplisit.
11.
“Reconstructing contexts” in listening refers to the ability to…
A. Build an understanding of the situation or setting from clues in the passage
B. Rewrite a passage using different vocabulary
C. Memorize the exact structure of sentences heard
D. Translate a passage from English to Indonesian
Jawaban: A. Build an understanding of the situation or setting from clues in the passage. Reconstructing contexts adalah kemampuan membangun pemahaman tentang situasi atau latar berdasarkan petunjuk yang tersedia dalam wacana lisan.
12.
In Module 03, Unit 1, the activity “Grouping Objects, Persons, and Places” is primarily designed to help learners…
A. Memorize the names of famous locations around the world
B. Identify the tone and mood of a speaker
C. Distinguish explicit from implicit information
D. Categorize heard information to reconstruct the context of a passage
Jawaban: D. Categorize heard information to reconstruct the context of a passage. Mengelompokkan objek, orang, dan tempat merupakan strategi untuk mengorganisasi informasi yang didengar guna merekonstruksi konteks wacana.
13.
When a listener hears scattered pieces of information and combines them to understand the overall situation, this process is called…
A. Giving titles to passages
B. Using pieces of information to form a context
C. Identifying people’s feelings
D. Following oral instructions
Jawaban: B. Using pieces of information to form a context. Module 03 Unit 2 membahas keterampilan menggabungkan potongan informasi yang terpencar untuk membangun konteks secara keseluruhan.
14.
The skill of “reordering jumbled sentences” in listening requires the learner to…
A. Translate disordered sentences into Indonesian
B. Identify emotional tone from the sequence of ideas
C. Arrange heard sentences into a coherent and logical order
D. Memorize the exact wording used by the speaker
Jawaban: C. Arrange heard sentences into a coherent and logical order. Reordering jumbled sentences melatih kemampuan menyusun kalimat yang didengar secara acak menjadi urutan yang logis dan koheren.
15.
A learner listens to a passage and hears information about a kitchen, cooking utensils, and a chef. The learner concludes the setting is a restaurant kitchen. This is an example of…
A. Using pieces of information to form a context
B. Identifying explicit details from the passage
C. Reordering jumbled sentences for coherence
D. Completing a diagram based on spoken data
Jawaban: A. Using pieces of information to form a context. Pendengar menggabungkan potongan informasi yang tersebar untuk membangun kesimpulan tentang konteks keseluruhan, sesuai Module 03 Unit 2.
16.
In Module 04, “redescribing objects” means that the listener can…
A. Create a written inventory of all objects mentioned
B. Draw a picture of each object described in the passage
C. Translate descriptions of objects into another language
D. Reconstruct and restate descriptions of objects heard in the passage
Jawaban: D. Reconstruct and restate descriptions of objects heard in the passage. Redescribing objects adalah kemampuan merekonstruksi dan menyatakan kembali deskripsi benda yang telah didengar dari wacana lisan.
17.
Which unit in Module 04 focuses specifically on the listener’s ability to re-describe events after hearing them?
A. Unit 1: Re-describing Object
B. Unit 2: Redescribing Events
C. Unit 3: Redescribing Persons
D. Unit 1: Grouping Objects, Persons, and Places
Jawaban: B. Unit 2: Redescribing Events. Berdasarkan daftar isi BMP, Unit 2 Module 04 secara khusus membahas keterampilan redescribing events.
18.
A listener hears a description of a person’s physical appearance and personality, then retells it accurately. This demonstrates the skill of…
A. Completing notes about a scientific report
B. Grouping objects, persons, and places
C. Redescribing persons
D. Inferring the speaker’s opinion
Jawaban: C. Redescribing persons. Kemampuan menyatakan kembali deskripsi tentang penampilan fisik dan kepribadian seseorang yang didengar merupakan ciri keterampilan redescribing persons (Module 04 Unit 3).
19.
Compare redescribing objects and redescribing events. The key difference is that redescribing events focuses more on…
A. Actions, sequences, and occurrences rather than static characteristics
B. Physical features and material properties of things
C. The emotional reactions of people involved
D. Vocabulary related to colors, shapes, and textures
Jawaban: A. Actions, sequences, and occurrences rather than static characteristics. Redescribing events berfokus pada tindakan, urutan, dan kejadian yang berlangsung, berbeda dengan redescribing objects yang menekankan karakteristik fisik benda.
20.
Module 05 of Listening III is titled “Following Oral Instructions.” This module primarily trains learners to…
A. Develop diagrams from spoken descriptions of data
B. Identify the main idea from lengthy academic lectures
C. Recognize a speaker’s emotional state from tone
D. Comprehend and carry out directions delivered verbally
Jawaban: D. Comprehend and carry out directions delivered verbally. Module 05 melatih pendengar untuk memahami dan melaksanakan instruksi atau arahan yang disampaikan secara lisan.
21.
In the context of Module 05 Unit 1, “operating appliances” through oral instruction requires a listener to…
A. Read the appliance manual before listening to the speaker
B. Follow step-by-step spoken directions to use a device correctly
C. Describe the parts of the appliance using technical vocabulary
D. Draw a diagram of the appliance after the instructions are given
Jawaban: B. Follow step-by-step spoken directions to use a device correctly. Unit 1 Module 05 melatih pendengar mengikuti instruksi lisan langkah demi langkah untuk mengoperasikan suatu peralatan.
22.
Working with spatial or geographical references in listening (Module 05 Unit 2) helps the listener to…
A. Predict the speaker’s attitude toward a topic
B. Memorize place names and their respective countries
C. Understand directions and location-based instructions from oral input
D. Complete a chart using geographic data from a text
Jawaban: C. Understand directions and location-based instructions from oral input. Unit 2 Module 05 memfokuskan kemampuan pendengar dalam memahami petunjuk arah dan referensi geografis yang disampaikan secara lisan.
23.
A student listens to a speaker explaining how to bake a cake and correctly identifies that mixing the batter comes before baking. This demonstrates understanding of…
A. Sequence of procedures in oral instructions
B. Spatial and geographical references
C. Implicit details in a listening passage
D. Speaker’s mood and emotional tone
Jawaban: A. Sequence of procedures in oral instructions. Kemampuan mengenali urutan langkah dalam instruksi lisan merupakan fokus Module 05 Unit 3, Understanding Sequence of Procedures.
24.
Which of the following situations best illustrates “following oral instructions” in a real-life context?
A. Reading a map to find the nearest bus stop
B. Summarizing the main idea of a recorded lecture
C. Writing down a speaker’s opinions from a recorded debate
D. Listening to a tour guide and navigating accordingly
Jawaban: D. Listening to a tour guide and navigating accordingly. Situasi ini mencerminkan penerapan nyata keterampilan following oral instructions, di mana pendengar menerima dan melaksanakan arahan lisan dari pemandu wisata.
25.
Module 06 of Listening III focuses on “Developing Diagrams/Charts.” The primary listening skill involved is the ability to…
A. Memorize statistical data from academic sources
B. Convert spoken explanations into visual representations
C. Evaluate the emotional tone of a speaker presenting data
D. Translate diagrams into descriptive written paragraphs
Jawaban: B. Convert spoken explanations into visual representations. Module 06 melatih pendengar untuk mengalihkan penjelasan lisan ke dalam representasi visual seperti diagram atau grafik.
26.
In Unit 1 of Module 06, “classifying oral explanation into diagrams/charts” requires the listener to…
A. Paraphrase spoken explanations in written sentences
B. Identify the main idea from a recorded presentation
C. Organize spoken information into appropriate diagram categories
D. Match descriptions of people to photographs
Jawaban: C. Organize spoken information into appropriate diagram categories. Unit 1 Module 06 melatih pendengar mengklasifikasikan informasi lisan ke dalam kategori diagram atau grafik yang sesuai.
27.
A student listens to a lecture and fills in blank sections of a provided chart with information from the speech. This activity is an example of…
A. Completing diagrams/charts
B. Developing diagrams/charts from scratch
C. Classifying oral explanations into diagrams
D. Reconstructing contexts from grouped information
Jawaban: A. Completing diagrams/charts. Mengisi bagian kosong dari diagram yang telah tersedia berdasarkan informasi lisan adalah aktivitas completing diagrams/charts (Module 06 Unit 2).
28.
What distinguishes “completing diagrams/charts” (Unit 2) from “developing diagrams/charts” (Unit 3) in Module 06?
A. Completing requires listening, while developing requires reading
B. Developing uses numerical data, while completing uses categorical data
C. Completing uses bar charts, while developing uses pie charts
D. Completing fills in a partially prepared diagram, while developing creates one from scratch
Jawaban: D. Completing fills in a partially prepared diagram, while developing creates one from scratch. Perbedaan utamanya adalah completing mengisi diagram yang sudah tersedia sebagian, sedangkan developing membuat diagram secara penuh dari informasi lisan.
29.
A student listens to a speaker explain sales data for three products and independently draws a bar chart to represent the information. This is an example of…
A. Completing diagrams/charts
B. Developing diagrams/charts
C. Classifying oral explanation into diagrams
D. Redescribing objects from a spoken description
Jawaban: B. Developing diagrams/charts. Membuat grafik secara mandiri dari awal berdasarkan informasi lisan adalah ciri developing diagrams/charts (Module 06 Unit 3).
30.
Module 07 of Listening III is titled “Interpreting Speaker’s Opinion/Attitude.” This module trains learners to…
A. List all facts stated by the speaker in chronological order
B. Reproduce the speaker’s exact words without interpretation
C. Understand and interpret what the speaker thinks or feels about a topic
D. Identify explicit details from structured academic lectures
Jawaban: C. Understand and interpret what the speaker thinks or feels about a topic. Module 07 melatih pendengar untuk memahami dan menafsirkan pendapat atau sikap pembicara terhadap topik yang dibahas.
31.
“Identifying speaker’s opinion/attitude” (Module 07 Unit 1) differs from “inferring speaker’s opinion/attitude” (Module 07 Unit 2) in that identifying involves…
A. Recognizing opinions that are directly expressed by the speaker
B. Guessing the speaker’s hidden emotions from body language
C. Reading between the lines when no opinion is stated
D. Comparing different speakers’ views on the same topic
Jawaban: A. Recognizing opinions that are directly expressed by the speaker. Identifying opinion/attitude berarti mengenali pendapat yang secara eksplisit diungkapkan pembicara, berbeda dengan inferring yang memerlukan penyimpulan dari konteks.
32.
A speaker says, “I suppose this policy might have some merit, but I have serious reservations.” A skilled listener interprets this as expressing…
A. Strong agreement with the policy
B. Complete neutrality toward the issue
C. Enthusiastic support for implementing the policy
D. A cautiously skeptical attitude toward the policy
Jawaban: D. A cautiously skeptical attitude toward the policy. Frasa “serious reservations” menunjukkan keraguan yang signifikan, sehingga sikap pembicara dapat ditafsirkan sebagai skeptis secara hati-hati.
33.
When a speaker does not state their attitude directly but uses irony or indirect language, the listener must apply the skill of…
A. Identifying explicit details
B. Inferring speaker’s opinion/attitude
C. Completing notes and summaries
D. Classifying oral explanation into diagrams
Jawaban: B. Inferring speaker’s opinion/attitude. Ketika sikap pembicara tidak dinyatakan langsung dan menggunakan bahasa tidak langsung, pendengar perlu menyimpulkan (infer) sikap tersebut, sesuai Module 07 Unit 2.
34.
Module 08 of Listening III is titled “Identifying People’s Mood/Tone.” The concept of “tone” in this context refers to…
A. The pitch of the speaker’s voice measured in hertz
B. The speed at which the speaker delivers information
C. The emotional quality or attitude conveyed through a speaker’s manner of speaking
D. The volume level of the speaker’s voice during a passage
Jawaban: C. The emotional quality or attitude conveyed through a speaker’s manner of speaking. Dalam konteks Listening III, tone merujuk pada kualitas emosional atau sikap yang disampaikan melalui cara berbicara pembicara, bukan aspek teknis suara semata.
35.
In Module 08 Unit 1, “identifying people’s feelings” involves the listener recognizing…
A. Emotional states such as happiness, sadness, or anger expressed by speakers
B. The factual information presented by speakers in a dialogue
C. The main argument developed across a listening passage
D. Step-by-step procedures described by speakers in instructions
Jawaban: A. Emotional states such as happiness, sadness, or anger expressed by speakers. Unit 1 Module 08 melatih pendengar mengenali keadaan emosional pembicara, seperti senang, sedih, atau marah, dari wacana lisan.
36.
A listener hears a speaker use a flat, unenthusiastic voice when discussing a movie and concludes the speaker is disappointed. This is an example of…
A. Completing notes from an academic presentation
B. Identifying explicit details in a conversation
C. Grouping information to reconstruct context
D. Identifying people’s feelings from tone of voice
Jawaban: D. Identifying people’s feelings from tone of voice. Menyimpulkan perasaan pembicara dari intonasi dan kualitas suara merupakan inti keterampilan yang dilatih dalam Module 08 Unit 1.
37.
“Rejoining people’s feelings” (Module 08 Unit 2) in the context of listening refers to the ability to…
A. Repeat the speaker’s emotional words back to them exactly
B. Respond appropriately to the emotional content expressed by a speaker
C. Connect the speaker’s feelings to historical facts in the passage
D. List the emotions mentioned in order of their appearance in the passage
Jawaban: B. Respond appropriately to the emotional content expressed by a speaker. Rejoining people’s feelings melibatkan kemampuan pendengar merespons secara tepat terhadap ekspresi emosional yang disampaikan pembicara.
38.
Which of the following expressions best demonstrates “rejoining people’s feelings” in a listening interaction?
A. “The speaker mentioned three reasons for the problem.”
B. “The main idea of the passage is about environmental issues.”
C. “That must have been very difficult for you. I understand how you feel.”
D. “The speaker seems to support renewable energy policies.”
Jawaban: C. “That must have been very difficult for you. I understand how you feel.” Respons ini menunjukkan empati dan pemahaman terhadap perasaan pembicara, yang merupakan inti dari keterampilan rejoining people’s feelings.
39.
In Module 08, how does “identifying people’s feelings” differ from “interpreting speaker’s opinion/attitude” in Module 07?
A. Module 08 focuses on emotional states, while Module 07 focuses on intellectual positions or viewpoints
B. Module 08 uses written texts, while Module 07 uses only spoken passages
C. Module 08 deals with group discussions, while Module 07 handles individual monologues
D. Module 08 requires note-taking, while Module 07 requires diagram completion
Jawaban: A. Module 08 focuses on emotional states, while Module 07 focuses on intellectual positions or viewpoints. Perbedaan mendasar keduanya adalah Module 08 berkaitan dengan kondisi emosional, sedangkan Module 07 berfokus pada pandangan atau sikap intelektual pembicara terhadap suatu topik.
40.
Module 09 is titled “Completing Notes and Making Summaries.” This module primarily develops the learner’s ability to…
A. Recognize the emotional tone and mood of academic speakers
B. Identify the sequence of procedures in oral instructions
C. Classify spoken explanations into appropriate diagram formats
D. Record key information from listening passages and condense it into summaries
Jawaban: D. Record key information from listening passages and condense it into summaries. Module 09 melatih pendengar mencatat informasi penting dari wacana lisan dan merangkumnya secara efektif.
41.
Unit 1 of Module 09 focuses on “Identifying Details of an Exposition, Presentation, or Report of Technology and Science.” This unit specifically prepares learners to handle…
A. Emotional and personal narratives from speakers
B. Technical and informational listening passages from academic or professional contexts
C. Daily conversations between friends on informal topics
D. Oral instructions for operating household appliances
Jawaban: B. Technical and informational listening passages from academic or professional contexts. Unit 1 Module 09 dirancang untuk mempersiapkan pendengar menghadapi wacana lisan bersifat teknis dan akademis seperti eksposisi, presentasi, atau laporan sains dan teknologi.
42.
Which of the following is the most important characteristic of effective note-taking during a listening activity?
A. Writing down every word the speaker says without omission
B. Using only diagrams and charts instead of words
C. Selecting and recording only the most important information
D. Translating all heard content into the learner’s native language
Jawaban: C. Selecting and recording only the most important information. Pencatatan yang efektif dalam mendengarkan melibatkan seleksi dan penulisan informasi yang paling penting, bukan transkripsi kata per kata.
43.
A student listens to a science presentation and fills in missing information in a partially completed notes template. This activity is best classified as…
A. Completing notes from a listening passage
B. Developing a diagram based on spoken data
C. Identifying implicit details from the presentation
D. Reconstructing the context of a spoken text
Jawaban: A. Completing notes from a listening passage. Mengisi informasi yang hilang dalam template catatan yang telah tersedia sebagian adalah aktivitas completing notes, sesuai Module 09 Unit 2.
44.
What is the primary purpose of making a summary after a listening activity, as discussed in Module 09 Unit 3?
A. To reproduce the exact words of the speaker for future reference
B. To translate the passage into a different language
C. To evaluate the emotional attitude of the speaker
D. To condense the key points of a passage into a concise restatement
Jawaban: D. To condense the key points of a passage into a concise restatement. Membuat ringkasan bertujuan untuk merangkum poin-poin utama wacana secara singkat, bukan mereproduksi kata-kata pembicara secara verbatim.
45.
A listener hears an exposition about solar energy, takes structured notes, and then writes a three-sentence summary. Which two skills from Module 09 are being applied?
A. Completing diagrams and identifying explicit details
B. Completing notes and making a summary
C. Identifying themes and giving titles
D. Redescribing events and rejoining feelings
Jawaban: B. Completing notes and making a summary. Aktivitas tersebut menggabungkan dua keterampilan dari Module 09, yaitu mencatat informasi penting (completing notes, Unit 2) dan membuat ringkasan (making summary, Unit 3).
46.
Which of the following listening skills requires the highest level of cognitive processing among the options listed?
A. Identifying an explicit detail stated by the speaker
B. Recognizing the topic of a short listening passage
C. Inferring the speaker’s attitude from indirect language and context
D. Giving a title to a listening passage
Jawaban: C. Inferring the speaker’s attitude from indirect language and context. Inferring attitude memerlukan penalaran tingkat tinggi karena pendengar harus menyimpulkan makna yang tidak eksplisit, yang merupakan proses kognitif lebih kompleks dibanding mengenali detail eksplisit.
47.
A listener hears a passage, determines that it is about “climate change,” and then states: “The speaker argues that immediate government action is needed to address climate change.” Which two skills have been applied respectively?
A. Finding the topic, then identifying the main idea
B. Identifying the main idea, then completing notes
C. Giving a title, then inferring the speaker’s attitude
D. Identifying explicit details, then reconstructing the context
Jawaban: A. Finding the topic, then identifying the main idea. Menyebut “climate change” sebagai kata atau frasa subjek adalah finding the topic, sementara pernyataan lengkap tentang apa yang disampaikan pembicara merupakan main idea.
48.
Which module in Listening III PBIS4222 would be most directly applicable when a student needs to understand instructions from a foreign language teacher explaining a classroom activity?
A. Module 07: Interpreting Speaker’s Opinion/Attitude
B. Module 03: Reconstructing Contexts
C. Module 06: Developing Diagrams/Charts
D. Module 05: Following Oral Instructions
Jawaban: D. Module 05: Following Oral Instructions. Memahami dan melaksanakan arahan dari guru dalam suatu aktivitas kelas adalah penerapan langsung keterampilan following oral instructions yang dibahas di Module 05.
49.
A student watches a documentary about renewable energy and creates a flowchart showing how solar panels convert sunlight into electricity, based solely on the narrator’s spoken explanation. This activity most closely integrates skills from…
A. Module 02 and Module 08
B. Module 06 and Module 09
C. Module 03 and Module 04
D. Module 01 and Module 07
Jawaban: B. Module 06 and Module 09. Membuat flowchart dari penjelasan lisan menggabungkan keterampilan developing diagrams/charts (Module 06) dan identifying details from a technology report for note-taking (Module 09).
50.
Across all nine modules of Listening III (PBIS4222), the overarching goal is to develop learners who can…
A. Produce fluent spoken English without grammatical errors
B. Translate complex English passages into Indonesian accurately
C. Process various types of spoken English critically and strategically for meaning and purpose
D. Read academic English texts at an advanced level with full comprehension
Jawaban: C. Process various types of spoken English critically and strategically for meaning and purpose. Tujuan utama mata kuliah Listening III adalah mengembangkan kemampuan pendengar dalam memproses berbagai jenis bahasa Inggris lisan secara kritis dan strategis untuk memahami makna dan tujuan komunikasi.
Berlatih mengerjakan Soal UT secara rutin memberi keuntungan nyata, terutama karena UT mengenal beberapa format ujian yang berbeda. Ada Ujian Tatap Muka (UTM) yang digelar langsung di lokasi ujian, Ujian Online (UO) yang dikerjakan lewat sistem berbasis web, hingga Take Home Exam (THE).
Setiap Soal Ujian UT yang kamu kerjakan, setiap halaman modul yang kamu baca, semuanya menumpuk menjadi bekal yang akan terasa saat ujian berlangsung. Tetap konsisten, percaya pada prosesmu, dan semoga persiapan untuk Soal UAS UT PBIS4222 Listening III mengantarkanmu pada hasil yang membanggakan.
