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.
 |
| 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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