TABEL SKOR IELTS
Skor IELTS dapat merepresentasikan kemampuan Bahasa Inggris seseorang dengan cukup akurat, baik pengetahuan bahasa (knowledge) maupun kemampuan menggunakan bahasa (performance). Kita sudah sering membahas materi serta berlatih IELTS di postingan-postingan sebelumnya. Setelah sekian lama berlatih, tentu sobat ingin mengetahui hasil dari pembelajaran sobat selama ini. Berikut adalah penjelasan lengkap mengenai sistem penilaian IELTS dari Listening Section sampai Speaking Section. Tujuan dari post ini adalah untuk membantu sobat memonitor perkembangan dan melakukan evaluasi belajar. Hal ini agar sobat dapat mengambil keputusan tepat kapan harus mengambil tes IELTS. Kalaupun hasil belajar sobat kurang memuaskan, sobat bisa tahu bagian mana saja yang membutuhkan dan bagaimana harus memperbaikinya.
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| Illustration for IELTS scoring |
IELTS Listening Band Score
Tabel pertama yang akan saya jelaskan disini menjelaskan skor Listening Section kita. Total soal Listening Section adalah 40 soal, dan skor tertingginya adalah 9.0. Perlu sobat ingat bahwa range skor sobat adalah 1.0 atau 0.5.
Score (out of 40 questions) | Band Score |
39-40 | 9.0 |
37-38 | 8.5 |
35-36 | 8.0 |
32-34 | 7.5 |
30-31 | 7.0 |
26-29 | 6.5 |
23-25 | 6.0 |
18-22 | 5.5 |
16-17 | 5.0 |
13-15 | 4.5 |
10-12 | 4.0 |
8-10 | 3.5 |
6-7 | 3.0 |
4-5 | 2.5 |
IELTS Reading Band Score
Sama seperti saat menghitung skor Listening Section, sobat dapat dengan mudah menghitung skor Reading Section karena bobot nilai untuk jumlah jawaban yang benar sudah ada di tabel berikut.
Score (out of 40 questions) | Band Score |
39-40 | 9.0 |
37-38 | 8.5 |
35-36 | 8.0 |
33-34 | 7.5 |
30-32 | 7.0 |
27-29 | 6.5 |
23-26 | 6.0 |
19-22 | 5.5 |
15-18 | 5.0 |
13-14 | 4.5 |
10-12 | 4.0 |
8-9 | 3.5 |
6-7 | 3.0 |
4-5 | 2.5 |
Penilaian IELTS Writing Section
Ada empat kriteria penilaian dalam Writing Section, yakni Task Response, Coherence and Cohesion, Lexical Resource, serta Grammatical Range and Accuracy. Perhatikan tabel nilai berikut:
Kriteria Penilaian 1
Band Score | Task Response |
9 | · Fully addresses all parts of the task · Presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas |
8 | · Sufficiently addresses all parts of the task · Presents a well-developed response to the question with relevant, extended and supported ideas |
7 | · Addresses all parts of the task · Presents a clear position throughout the response · Presents, extends, and supports main ideas, but there may be a tendency to over-generalise and/or supporting ideas may lack focus |
6 | · Addresses all parts of the task although some parts may be more fully covered than others · Presents a relevant position although the conclusions may become unclear or repetitive · Presents relevant main ideas but some may be inadequately developed/unclear |
5 | · Addresses the task only partially; the format may be inappropriate in places · Expresses a position but the development is not always clear and there may be no conclusion drawn · Presents some main ideas but these are limited and not sufficiently developed; there may irrelevant detail |
4 | · Responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate · Presents a position but this is unclear · Presents some main ideas but these are difficult to identify and may be repetitive, irrelevant, or not well supported |
3 | · Does not adequately address any part of the task · Does not express a clear position · Presents few ideas, which are largely undeveloped or irrelevant |
2 | · Barely responds to the task · Does not express a position · May attempt to present one or two ideas but there is no development |
1 | · Answer is completely unrelated to the task |
0 | · Does no attend · Does not attempt the task in any way · Writes a totally memorised response |
Kriteria Penilaian 2
Band Score | Coherence and Cohesion |
9 | · Uses cohesion in such a way that it attracts no attention · Skillfully manages paragraphing |
8 | · Sequences information and ideas logically · Manages all aspects of cohesion well · Uses paragraphing and sufficiently and appropriately |
7 | · Logically organises information and ideas; there is clear progression throughout · Uses a range of cohesive devices appropriately although there may be some under-/over-use · Presents a clear central topic within each paragraph |
6 | · Arranges information and ideas coherently and there is a clear overall progression · Uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical · May not always use referencing clearly and appropriately · Uses paragraphing, but not always logically |
5 | · Presents information with some organisation but there may be a lack of overall progression · Makes inadequate, inappropriate or over-use of cohesion devices · May be repetitive because of lack of referencing and substitution · May not write in paragraphs, or paragraphing may be inadequate |
4 | · Presents information and ideas but these are not arranged coherently and there is no clear progression in the response · Uses some basic cohesive devices but these may be inaccurate or repetitive · May not write in paragraphs or their use may be confusing |
3 | · Does not organise ideas logically · May use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas |
2 | · Has very little control of organisational features |
1 | · Fails to communicate any message |
0 |
Kriteria Penilaian 3
Band Score | Lexical Resource |
9 | · Uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’ |
8 | · Uses a wide range of vocabulary fluently and flexibly to convey precise meanings · Skillfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation · Produces rare errors in spelling and/or word formation |
7 | · Uses a sufficient range of vocabulary to allow some flexibility and precision · Uses less common lexical items with some awareness of style and collocation · May produce occasional errors in word choice, spelling and/or word formation |
6 | · Uses an adequate range of vocabulary for the task · Attempts to use less common vocabulary but with some inaccuracy · Makes some errors in spelling and/or word formation, but they do not impede communication |
5 | · Uses a limited range of vocabulary, but this is minimally adequate for the task · May make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader |
4 | · Uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task · Has limited control of word formation and/or spelling; errors may cause strain for the reader |
3 | · Uses only a very limited range of words and expressions with very limited control of word formation and/or spelling · Errors may severely distort the message |
2 | · Uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling |
1 | · Can only use a few isolated words |
0 |
Kriteria Penilaian 4
Band Score | Grammatical Range and Accuracy |
9 | · Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips’ |
8 | · Uses a wide range of structures · The majority of sentences are error-free · Makes only very occasional errors or inappropriacies |
7 | · Uses a variety of complex structures · Produces frequent error-free sentences · Has good control of grammar and punctuation but may make a few errors |
6 | · Uses a mix of simple and complex sentence forms · Makes some errors in grammar and punctuation but they rarely reduce communication |
5 | · Uses only a limited range of structures · Attempts complex sentences but these tend to be less accurate than simple sentences · May make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the readers |
4 | · Uses only a very limited range of structures with only rare use of subordinate clauses · Some structures are accurate but errors predominate, and punctuation is often faulty |
3 | · Attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning |
2 | · Cannot use sentence forms except in memorised phrases |
1 | · Cannot use sentence forms at all |
0 |
Catatan
Nilai masing-masing Writing Section sobat dapat dihitung dengan rumus berikut:
(Skor kriteria 1 + Skor kriteria 2 + Skor kriteria 3 + Skor kriteria 4) dibagi 4
Nilai keseluruhan Writing Section sobat dapat dihitung dengan rumus berikut:
(1x skor Writing Task 1 + 2x skor Writing Task 2) dibagi 3. Average dari skor ini adalah overall score sobat. Perlu diingat juga bahwa ada kemungkinan sobat akan mendapat nilai dengan pecahan sedikit diatas atau di bawah .0 atau .5. Hal ini dapat dijelaskan dengan peraturan berikut:
- Jika nilai overall sobat memiliki desimal kurang .25, maka harus dibulatkan ke bawah. Misal, jika nilai sobat adalah 7.15, maka harus dibulatkan ke bawah menjadi 7.0 saja.
- Jika nilai overall sobat memiliki desimal lebih dari .75, maka harus dibulatkan ke atas. Misal, jika nilai sobat 6.85, maka harus dibulatkan ke atas menjadi 7.0
Penilaian IELTS Speaking Section
Ada empat kriteria yang akan dinilai dari Speaking Section anda, yakni Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy serta Pronunciation. Perhatikan penjelasan berikut:
Kriteria Penilaian 1
Band Score | Fluency and Coherence |
9 | · Speaks fluently with only rare repetition or self-correction · Any hesitation is content-related rather than to find words or grammar · Speaks coherently with fully appropriate cohesive features · Develops topic fully and appropriately |
8 | · Speaks fluently with only occasional repetition or self-correction; hesitation is usually content-related and only rarely to search for language · Develops topics coherently and appropriately |
7 | · Speaks at length without noticeable effort or loss of coherence · May demonstrate language-related hesitation at times, or some repetition and/or self-correction · Uses a range of connectives and discourse markers with some flexibility |
6 | · Is will to speak at length, though may lose coherence at times due to occasional repetition, self-correction or hesitation · Uses a range of connectives and discourse markers but not always appropriately |
5 | · Usually maintains flow of speech but uses repetition, self-correction and/or slow speech to keep going · May over-use certain connectives and discourse markers · Produces simple speech fluently, but more complex communication causes fluency problems |
4 | · Cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correction · Links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence |
3 | · Speaks with long pauses · Has limited ability to link simple sentences · Gives only simple responses and is frequently unable to convey basic message |
2 | · Pauses lengthily before most words · Little communication possible |
1 | · No communication possible · No rateable language |
0 | · Does not attend |
Kriteria Penilaian 2
Band Score | Lexical Resource |
9 | · Uses vocabulary with full flexibility and precision in all topics · Uses idiomatic language naturally and accurately |
8 | · Uses a wide vocabulary resource readily and flexibly to convey precise meaning · Uses less common and idiomatic vocabulary skillfully, with occasional inaccuracies · Uses paraphrase effectively as required |
7 | · Uses vocabulary resource flexibly to discuss a variety of topics · Uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices · Uses paraphrase effectively |
6 | · Has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriacies · Generally paraphrases successfully |
5 | · Manages to talk about familiar and unfamiliar topics but uses vocabulary with limited flexibility · Attempts to use paraphrase but with mixed success |
4 | · Is able to talk about familiar topics but can only convey basic meaning on unfamiliar topics and makes frequent errors in word choice · Rarely attempts paraphrase |
3 | · Uses simple vocabulary to convey personal information · Has insufficient vocabulary for less familiar topics |
2 | · Only produces isolated words or memorised utterances |
1 | |
0 |
Kriteria Penilaian 3
Band Score | Grammatical Range and Accuracy |
9 | · Uses a full range of structures naturally and appropriately · Produces consistently accurate structures apart from ‘slips’ characteristics of native speaker speech |
8 | · Uses a wide range of structures flexibly · Produces a majority of error-free sentences with only very occasional inappropriacies or basic/non-systematic errors |
7 | · Uses a range of complex structures with some flexibility · Frequently produces error-free sentences, though some grammatical mistakes persist |
6 | · Uses a mix of simple and complex structures, but with limited flexibility · May make frequent mistakes with complex structures though these rarely cause comprehension problems |
5 | · Produces basic sentence forms with reasonable accuracy · Uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems · Shows all the positive features of Band 4 and some, but not all, of the positive features of Band 6 |
4 | · Produces basic sentence forms and some correct simple sentences but subordinate structures are rare · Errors are frequent and may lead to misunderstanding |
3 | · Attempts basic sentence forms but with limited success, or relies on apparently memorised utterance |
2 | · Cannot produce basic sentence forms |
1 | |
0 |
Kriteria Penilaian 4
Band Score | Pronunciation |
9 | · Uses a full range of pronunciation features with precision and subtlety · Sustains flexible use of features throughout · Is effortless to understand |
8 | · Uses a wide range of pronunciation features · Sustains flexible use of features, with only occasional lapses · Is easy to understand throughout; L1 accent has minimal effect on intelligibility |
7 | · Shows all positive features of Band 6.0 and some, but not all, of the positive features of Band 8 |
6 | · Uses a range of pronunciation features with mixed control · Shows some effective use of features but this is not sustained · Can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times |
5 | · Produces basic sentence forms with reasonable accuracy · Uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension problems · Shows all positive features of Band 4 and some, but not all, of the positive features of Band 6 |
4 | · Uses a limited range of pronunciation features · Attempts to control features but lapses are frequent · Mispronunciations are frequent and cause some difficulty for the listener |
3 | · Shows some of the features of Band 2 and some, but not all, of the positive features of Band 4 |
2 | · Speech is often unintelligible |
1 | |
0 |
Catatan
Nilai keseluruhan Speaking Section sobat dapat dihitung dengan rumus berikut:
(Skor kriteria 1 + Skor kriteria 2 + Skor kriteria 3 + Skor kriteria 4) dibagi 4. Average dari skor ini adalah overall score sobat. Perlu diingat juga bahwa ada kemungkinan sobat akan mendapat nilai dengan pecahan sedikit diatas atau di bawah .0 atau .5. Hal ini dapat dijelaskan dengan peraturan berikut:
- Jika nilai overall sobat memiliki desimal kurang .25, maka harus dibulatkan ke bawah. Misal, jika nilai sobat adalah 7.15, maka harus dibulatkan ke bawah menjadi 7.0 saja.
- Jika nilai overall sobat memiliki desimal lebih dari .75, maka harus dibulatkan ke atas. Misal, jika nilai sobat 6.85, maka harus dibulatkan ke atas menjadi 7.0
TABEL PENILAIAN IELTS
Hal terakhir yang harus sobat lakukan adalah menghitung overall score IELTS sobat dengan rumus berikut:
(Skor Listening + Skor Reading + Skor Writing + Skor Speaking) dibagi 4. Sobat dapat mengecek deskripsi serta tingkatan kemampuan Bahasa Inggris sobat menggunakan tabel di bawah ini:
Band | Level | Description |
9 | Expert User | The test taker has fully operational command of the language. Their use of English is appropriate, accurate and fluent, and shows complete understanding |
8 | Very Good User | The test taker has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriate usage. They may misunderstand some things in unfamiliar situations. They handle complex and detailed argumentation well |
7 | Good User | The test taker has operational command of the language, though with occasional inaccuracies, inappropriate usage and misunderstandings in some situations. They generally handle complex language well and understand detailed reasoning |
6 | Competent User | The test taker has an effective command of the language despite some inaccuracies, inappropriate usage and misunderstandings. They can use and understand fairly complex language, particularly in familiar situations |
5 | Modest User | The test taker has a partial command of the language and copes with overall meaning in most situations, although they are likely to make many mistakes. They should be able to handle basic communication in their own field |
4 | Limited User | The test taker's basic competence is limited to familiar situations. They frequently show problems in understanding and expression. They are not able to use complex language |
3 | Extremely Limited User | The test taker conveys and understands only general meaning in very familiar situations. There are frequent breakdowns in communication |
2 | Intermittent User | The test taker has great difficulty understanding spoken and written English |
1 | Non-User | The test taker has no ability to use the language except a few isolated words |
0 | Did not attempt the test | The test taker did not answer the questions |
Demikian penjelasan mengenai sistem Penilaian IELTS. Untuk materi serta latihan soal-soal IELTS, sobat bisa membaca kumpulan artikel berikut:
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