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BAHASA INGGERIS SJK

INSTRUMEN PENTAKSIRAN
Kod Mata Pelajaran

023/024

Bentuk Ujian

Ujian Subjektif

Markah Penuh

40

Masa

1 jam 15 minit

REKA BENTUK INSTRUMEN PENTAKSIRAN


Kertas 2 Bahasa Inggeris UPSR ini mengandungi tiga bahagian, iaitu Bahagian A,
Bahagian B dan Bahagian C.
Bahagian A terdiri daripada soalan respons terhad yang mesti dijawab. Markah
yang diperuntukan ialah 10.
Bahagian B terdiri daripada soalan respons terhad yang mesti dijawab. Markah
yang diperuntukan ialah 15.
Bahagian C terdiri daripada satu soalan respons terbuka yang mesti dijawab. Markah
yang diperuntukan ialah 15.

Konstruk yang diukur ialah:


a)

Keupayaan membina ayat

b)

Keupayaan menggunakan kata

c)

Keupayaan menggunakan kosa kata

d)

Keupayaan melahirkan dan menyampaikan idea

e)

Keupayaan menggunakan ejaan dan tanda baca

Bahasa Inggeris SJK

Kupasan Mutu Jawapan UPSR 2014

GENERAL PERFORMANCE

On the whole, most of the candidates attempted all 3 sections. The performance of the
candidates ranged from low to high. There were many high achievers in all three
sections. Most of the candidates were able to develop ideas competently and provide
relevant details stylistically to support their responses.

Most of the high achievers used a wide range of vocabulary, variety of sentence
structures and interesting expressions in their responses.

The average achievers managed to understand the requirement of the task for all three
sections. Errors made were due to inappropriate vocabulary, grammar and failure to
transfer the information and clues given.

The low achievers were unable to develop ideas competently due to apt vocabulary,
language and structural errors. The tasks performed by the low achievers were
confusing, distorted, messy and incoherent. They resorted to stringing with chunks of
meanings. Generally, their responses were disorganized and less developed with an
uncertain flow of language.

For Section A, candidates were able to write simple sentences based on the picture
stimuli and two words given.

For Section B, candidates were able to identify, extract and lift the information correctly
from the dialogue into the framework.

For Section C, candidates were able to fulfill the task given with some grammatical
errors. However, some could not produce a good piece of work creatively. They strung
the notes given into simple sentences as they were not able to expand the notes using
interesting expression and new vocabulary with a good flow of story-line.

Bahasa Inggeris SJK

Kupasan Mutu Jawapan UPSR 2014

GENERAL PERFORMANCE OF CANDIDATES ACCORDING TO THEIR GROUPS

High Achievement Group


Candidates in this group were able to do well in all three sections of the paper. They
were able to express ideas creatively using simple, compound and complex sentences.
They wrote confidently using relevant similes, proverbs and idioms reflecting good
command of the language.

Average Achievement Group


Candidates from this group demonstrated an adequate understanding of the
requirements of the task for all three sections. Ideas were simple with a few adjectives,
adverbs and good action verbs to support meaning. Errors made due to wrong
vocabulary, grammar and failure to transfer the information and clues given.

Low Achievement Group


Candidates in this group encountered difficulties in all three sections and were unable to
understand the requirement of the task. In Section B, they merely extracted words or
phrases from the given notes. They used the given words and made minor inclusion of
own words resulting in meaningless sentences for Section A and Section C. A few
candidates resorted to writing the answers in their mother tongue rather than in English.

Bahasa Inggeris SJK

Kupasan Mutu Jawapan UPSR 2014

DETAILED PERFORMANCE
SECTION A
Candidates were given 10 pictures with two words for each picture. The words could be
nouns, verbs, adjectives or adverbs. They were required to construct one sentence to
describe the picture by using the words given. Candidates may change the order but not
the form of the words.
The high achievers were able to construct grammatically correct sentences using the two
words given. The average achievers were able to construct sentences with occasional
errors while low achievers strung the words given with mere insertions.

Question 1

Above is an example of excellent category whereby the pictures were described


expressively using siblings and the words given.

Bahasa Inggeris SJK

Kupasan Mutu Jawapan UPSR 2014

The sentence above is an example of average category. Pronoun they is correctly used,
though a very simple sentence.

A sample of weak achiever is shown above whereby wrong usage of pronoun there can
be detected.

Question 2

Correct usage of noun is shown in the example above. This sample is an example of
high achievers.

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Kupasan Mutu Jawapan UPSR 2014

Average achievers shows acceptable sentence construction, however, the preposition


along in this sentence is wrongly used

The incorrect usage of past tense was found in the sentence above is an example of
weak achiever.

Question 3

The example above is an example of high achievers. Sentence construction shows


understanding of both words and ability to describe the floor dirty correctly.

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Kupasan Mutu Jawapan UPSR 2014

Average achiever shows acceptable sentence construction. The above example is a


simple sentence constructed correctly with the given words.

This is an example of a simple spelling error mothe made by low achiever group.

Question 4

The above sample shows high achievers interesting sentence using a correct adjective
broken.

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Kupasan Mutu Jawapan UPSR 2014

The definite article the is used to construct a correct and simple sentence.

A wrong preposition in was used in the sentence.

Question 5

An example of high achiever is shown above whereby both given words were used very
well in the sentence to describe the picture.

Bahasa Inggeris SJK

Kupasan Mutu Jawapan UPSR 2014

Average achievers could construct grammatically correct simple sentences.


example, the sentence above is simple but correct.

For

The word farmer is wrongly described as holes shows weak achievers category.

Question 6

The collective noun a piece of beautiful paper is used correctly to construct an


expressive sentence.

Bahasa Inggeris SJK

Kupasan Mutu Jawapan UPSR 2014

Average achievers construct acceptable sentence construction. The above example


shows a simple sentence using the subject-verb-agreement correctly.

The verb raping the present is wrong in this sentence, therefore the example above
belongs to weak achievers category.

Question 7

The above example used the correct adjective of fierce to describe the barking dog.
This is an example of high achiever group.

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Kupasan Mutu Jawapan UPSR 2014

The continuous tense with a time frame now is used correctly in this sentence.

Weak achievers show grammatically incorrect sentence. The above example shows the
omission of the preposition at.

Question 8

The pronoun my is constructed correctly in this sentence.

The correct subject-verb-agreement is shown in this sentence.

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Kupasan Mutu Jawapan UPSR 2014

Weak achievers show grammatically incorrect sentence.


noun shirts in the sentence is wrongly used.

In the example above, the

Question 9

High achievers group shows correct sentence construction. The usage of time frame
just now is shown above.

The past tense is used correctly to describe the picture. This is an example of average
achievers category.

Inappropriate usage of word among weak achievers group could be detected. The word
sky to describe the picture is wrongly used.

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Kupasan Mutu Jawapan UPSR 2014

Question 10

The ability to use correct pronoun itself with the correct preposition behind could be
identified in high achievers group.

The word now in this sentence is wrongly used. This is a sample of average achievers
category.

Weak achievers show incorrect usage of preposition. This sample shows a wrongly
used preposition in.

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DETAILED PERFORMANCE SECTION B


This question required the candidates to understand the content of the notice in order to
transfer the relevant information to an email.

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Kupasan Mutu Jawapan UPSR 2014

The candidates in this group were able to identify all the content points and transferred
them intelligently and appropriately with correct punctuation, spelling, phrase and time
frame which indicated that they had mastered their grammar and vocabulary.

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Kupasan Mutu Jawapan UPSR 2014

The candidates in this group were able to select and place some content points
appropriately into the given framework but there were some confusion and grammatical
errors.

Most of the candidates were able to gain some marks for this section by merely giving
responses at word or phrase level extracted directly from the given notes and placing
them in the given blanks.

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Kupasan Mutu Jawapan UPSR 2014

SECTION C
In Section C, a series of three pictures with notes was given. Candidates may use the
notes to make sentences about the pictures. Section C assessed the writing skills of the
candidates. Most of the candidates were able to express themselves well in a variety of
sentences. Candidates were also able to insert new words and ideas appropriately and
correctly. There were candidates who had written excellently which surpassed the ability
of a twelve-year-old. They were able to use adjectives, adverbs, idioms, similes and
descriptive language intelligently. To gauge their proficiency in the language, candidates
had to construct a variety of simple and compound sentences. Candidates must be able
to sequence the paragraph well using appropriate connectors.

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Kupasan Mutu Jawapan UPSR 2014

Candidates in the high achievers were able to write simple and compound sentences.
Some of the candidates were able to write complex sentences using appropriate and
interesting expressions based on the stimuli to express their ideas, therefore fulfilling the
task very well. The candidates responses reflected clear understanding as they were
able to provide informative details. The candidates showed confidence and good
command of the language to write creatively. The sentence structures varied and there
were hardly any errors. Candidates also used suitable and appropriate connectors to
sequence the story line. These proved that they had a wide range of vocabulary and
had mastered the grammar rules very well, showing flair of the language and fully
understood the requirements of the task.

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Kupasan Mutu Jawapan UPSR 2014

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For the average achievers, candidates showed basic understanding of the language to
fulfill the task required of them. Most of the candidates did not display proficiency as the
high achievement group. Generally, they attempted the task and it was almost fulfilled.
Some confusion of meaning and grammatical errors occurred. They managed to use
simple sentences and phrase level construction. They attempted to use new words and
phrases but there was a little confusion.

Bahasa Inggeris SJK

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Kupasan Mutu Jawapan UPSR 2014

Bahasa Inggeris SJK

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The low achievers showed a little understanding of the task. They made a lot of errors in
grammar and sentence structure. The candidates were confused with the meanings of
the notes given. The candidates showed minimum understanding of the task. Their
ideas were not shown clearly. Many errors in grammar and sentence structures were
detected. There was stringing of words in the sentences. The responses were
disorganized and incomprehensible due to poor command of the language and limited
vocabulary. Some merely direct lifted the given words with no changes. The language
used was inaccurate.

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SUGGESTIONS TO CANDIDATES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

11.
12.

Need to learn to write neatly, clearly and legibly.


Do a lot of exercises on the different aspects of grammar in order to have a better
understanding of the different functions of grammar rules.
Use more English in everyday activities both in written and spoken form to improve
language proficiency and confidence.
Make it a practice to ask whenever in doubt and use the dictionary to widen your
vocabulary.
Read more materials in English extensively in order to have more exposure in a
variety of English forms and structures.
Study all the information and details given in the text carefully before transferring
them. Practise as many exercises as possible to familiarize with the task.
Pay attention in class.
Study and understand the words given before constructing simple and compound
sentences.
Revise lessons regularly and complete the homework given by the teacher.
Mind map or brain storm before answering section C. Use WH Questions to help to
elaborate ideas. Add in as many new words according to the picture and notes
given.
Always jot down the new words that you come across when reading or hearing
people talk.
Watch English programmes on television, such as documentaries, news and
childrens educational series.

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SUGGESTIONS TO TEACHERS
1.
2.
3.
4.

5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.

18.

19.
20.

Motivate students to use the language in their everyday activities.


Create meaningful English environment inside and outside the classroom.
Show a good role model and have a close rapport with your students.
Do not use drilling stereotyped sentence patterns. Students should not be made to
memorize words, phrases and sentences. Let them flourish in the language by
themselves even by using simple English.
Avoid drilling stereotyped sentence patterns.
Teach all the skills listed in the syllabus.
Stress and train students to read and follow rubrics and instructions carefully.
Equip students with suggested vocabulary listed in the syllabus.
Teach English as a language and not as a tool to answer examination questions.
Teach and encourage students to use adjectives, adverbs, idiomatic expressions,
proverbs and similes in a variety of sentence structures.
List all the grammatical items that should be taught and make sure students master
them.
Teach simple sentences and ensure they master them before proceeding to
compound.
Provide more samples of UPSR format questions and drill the students.
Give students more practices in spelling and dictation.
Creative and critical thinking skills are to be emphasized in exercises and practices
given to students.
Upgrade own proficiency by using the language yourself.
Help pupils gain confidence in the learning of English through games, quizzes,
spelling competitions, role-plays, songs and jazz chants and thus making learning
English fun.
Cultivate a love for the language by adopting and adapting a variety of teaching
methods and strategies. This will avoid students from the notion that English is a
boring and difficult subject.
Have model writings for the average and slow learners as a guide.
Enjoy teaching the subject.

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