024/2 & 034/2 BAHASA INGGERIS SJK - gurubesar.my · Bahasa Inggeris SJK 4 Kupasan Mutu Jawapan UPSR...

024/2 & 034/2 BAHASA INGGERIS SJK

Bahasa Inggeris SJK 1 Kupasan Mutu Jawapan UPSR 2014

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


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.


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.


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.


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.


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.


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 achiever’s interesting sentence using a correct adjective ‘broken’.


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.


Average achievers could construct grammatically correct simple sentences. For example, the sentence above is simple but correct.

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.


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.


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.


Weak achievers show grammatically incorrect sentence. In the example above, the noun ‘shirts’ in the sentence is wrongly used.

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.


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’.


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.


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.


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.


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.


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.


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.


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.


SUGGESTIONS TO CANDIDATES

1. Need to learn to write neatly, clearly and legibly. 2. 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. 3. Use more English in everyday activities both in written and spoken form to improve

language proficiency and confidence. 4. Make it a practice to ask whenever in doubt and use the dictionary to widen your

vocabulary. 5. Read more materials in English extensively in order to have more exposure in a

variety of English forms and structures. 6. 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. 7. Pay attention in class. 8. Study and understand the words given before constructing simple and compound

sentences. 9. Revise lessons regularly and complete the homework given by the teacher. 10. 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.

11. Always jot down the new words that you come across when reading or hearing people talk.

12. Watch English programmes on television, such as documentaries, news and children’s educational series.


SUGGESTIONS TO TEACHERS

1. Motivate students to use the language in their everyday activities. 2. Create meaningful English environment inside and outside the classroom. 3. Show a good role model and have a close rapport with your students. 4. 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.

5. Avoid drilling stereotyped sentence patterns. 6. Teach all the skills listed in the syllabus. 7. Stress and train students to read and follow rubrics and instructions carefully. 8. Equip students with suggested vocabulary listed in the syllabus. 9. Teach English as a language and not as a tool to answer examination questions. 10. Teach and encourage students to use adjectives, adverbs, idiomatic expressions,

proverbs and similes in a variety of sentence structures. 11. List all the grammatical items that should be taught and make sure students master

them. 12. Teach simple sentences and ensure they master them before proceeding to

compound. 13. Provide more samples of UPSR format questions and drill the students. 14. Give students more practices in spelling and dictation. 15. Creative and critical thinking skills are to be emphasized in exercises and practices

given to students. 16. Upgrade own proficiency by using the language yourself. 17. 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.

18. 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.

19. Have model writings for the average and slow learners as a guide. 20. Enjoy teaching the subject.

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