024/2 & 034/2 BAHASA INGGERIS SJKC-SJKT · 024/2 & 034/2 BAHASA INGGERIS SJKC-SJKT Bahasa Inggeris...

024/2 & 034/2 BAHASA INGGERIS SJKC-SJKT

Bahasa Inggeris SJKC-SJKT 1 Kupasan Mutu Jawapan UPSR 2012

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 2 2 Kupasan Mutu Jawapan UPSR 2012

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 not able to develop ideas competently due to language, structural errors and lack of vocabulary. Their responses were confusing and distorted. They resorted to stringing with chunks of meanings. Generally, their responses were disorganized and less developed. 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 the 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 tasks for all three sections. Ideas were simple with a few adjectives, adverbs and good action verbs to support meaning. Errors made were 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 the three sections and were unable to understand the requirement of the task. They gained marks in Section B by merely extracting word or phrase from the given notes. Some lifted 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.


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. The low achievers strung the words given with mere insertions.


Question 1

High Achievers

The candidate described the picture in the present continuous tense correctly. Average Achievers

The wrong tense was used, resulting in distortion of meaning.

A correct sentence but used the wrong article ‘a’ for the hawker, thus making it a general statement.


Low Achievers

Mere insertion of article ‘the’ and auxiliary verb ‘is’ making the sentence meaningless.


Question 2

High Achievers

Candidates were able to use the verb and adverb correctly. Average Achievers

This candidate took ‘beautifully’ as an adjective. Low Achievers

Spelling error occurred of the common word “flower” and they did not know the meaning of ‘bloom’. The given word ‘beautifully’ was omitted.


Question 3

High Achievers

This candidate was able to construct a sentence in the past tense. Average Achievers

This candidate was unable to use the correct time frame with the given verb.

The average candidates were unable to identify the paddy field in the stimulus. Low Achievers

The candidate did not know the meaning of ‘sickle’.


Question 4

High Achievers

The candidate was able to use the correct demonstrative verb. Average Achievers

The sentence did not describe the stimulus, as the beetle was still in the jar. Low Achievers

The auxiliary verb was omitted.


Question 5

High Achievers

Candidates were able to construct a compound sentence correctly. Average Achievers

This candidate managed to write correct sentences but spelt the word ‘cutting’ wrongly. Low Achievers

The candidate was able to use the common sight word ‘cut’ but lacked knowledge of the use of possessive adjective.


Question 6

High Achievers

The candidate was able to construct a grammatically correct sentence using ordinal number and an adverb. Average Achievers

This was a common error made relating to celebrating a party. We celebrate occasions (birthday, anniversary) not a party. Omission of apostrophe (‘) to show possessive noun was detected. Low Achievers

The candidate attempted to write based on the stimulus and knowledge of the birthday cake.


Question 7

High Achievers

The candidate was able to construct a grammatically correct sentence based on his general knowledge. Average Achievers

The word ‘plant’ is a redundancy, as ‘fungus’ is already a plant.

This candidate did not know the meaning of ‘fungus’.


Question 8

High Achievers

This candidate was able to use the apostrophe (‘s) correctly. Average Achievers

This candidate was unable to use the apostrophe (‘s) correctly.

This candidate was unable to use verb-to-be correctly.


Question 9

High Achievers

The candidate was able to recognize the stimulus.

Average Achievers

The wrong use of preposition was detected.

The tense used indicated that the pot is not made of steel anymore. Low Achievers

This candidate failed to recognize the picture.


Question 10

High Achievers

The candidate was able to identify the activity in the stimulus. Average Achievers

This candidate mistook ‘florist’ for ‘flowers’.

Double errors occurred – wrong spelling of ‘putting’ and error in determining nouns to its quantifier. Low Achievers

The candidate direct lifted the words.


DETAILED PERFORMANCE – SECTION B This question required the candidates to understand the content of the dialogue in order to transfer the relevant information to a passage.


The high achievers were able to transfer the information correctly and intelligently with correct punctuation, spelling, phrase and time frame which indicated that they have mastered their grammar and vocabulary very well.


The average achievers managed to transfer the correct information with some grammatical, spelling and punctuation errors.


Most low achievers were unable to place the correct information into the respective blanks.


SECTION C For this question, a series of three pictures with notes was given. Candidates may use the notes to make sentences about the pictures. This section assessed the writing skills of the candidates. It assessed their ability to produce a piece of continuous prose in accurate Standard English expressively and creatively by introducing new words in the form of adjectives, adverbs, idioms, similes and descriptive language. To gauge their proficiency in the language, candidates had to construct a variety of sentence structures both simple and compound. They must also be able to sequence the paragraph well using appropriate connectors.


The high achievers were able to write simple and compound sentences. Some of them even wrote complex sentences using appropriate and interesting expressions based on the stimuli to express their ideas, hence fulfilling their task very well. Their responses reflected clear understanding as they were able to provide informative details. They showed confidence and good command of the language to write creatively. Their


sentence structures were varied with hardly any errors. They also used suitable and appropriate connectors to sequence the story line to sustain the interest of the readers. 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.


The average achievers showed basic understanding of the language to fulfill the task required of them. The development of ideas was sufficient but with multiple word errors. Some of them were able to fulfill the task partially by using simple and compound sentences with some grammatical, spelling and punctuation errors. Although some interest was aroused, it was not sustained.


The low achievers showed some understanding of the task. They made serious errors in grammar and sentence structure. They were also confused with the meanings of the notes given.


Candidates showed minimum understanding of the task. The ideas were barely developed. Serious errors in grammar and sentence structures were detected. There was stringing of words in the sentences. The responses were mostly disorganized and almost 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. Learn to write neatly, clearly and legibly. 2. Do lots 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. Read materials in English intensively and extensively in order to have more exposures in

a variety of English forms and structures. 5. Always make a practice to ask when in doubt and use the dictionary to widen your

vocabulary. 6. Study and understand the words given before you construct simple and compound

sentences. 7. Study all the information and details given in the text carefully transferring them. Practice

as many exercises as possible to make you familiar with the task. 8. Mind map or brain storm before answering Section C. Use WH-questions to help you

elaborate your ideas. Add in as many new words according to the picture and notes given.

9. Pay attention in class. 10. Revise your lessons regularly and complete the homework given by the teacher. 11. Watch English programmes on television, example documentaries, news and children’s

educational series. 12. Always jot down the new words that you come across when you are reading or when you

hear people talking.


SUGGESTIONS TO TEACHERS

1. Teach all the skills listed in the syllabus. 2. List all the grammatical items that should be taught and make sure students master them. 3. Motivate students to use the language in their everyday activities. 4. Teach simple sentences and ensure they master them before proceeding to compound. 5. Equip students with suggested vocabulary listed in the syllabus. 6. Create meaningful English environment inside and outside the classroom. 7. Give the students more practices in spelling and dictation. 8. Bear in mind that creative and critical thinking skills are to be emphasized in exercises

and practices given to students. 9. Be a good role model and have a close rapport with your students. 10. 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.

11. Teach English as a language and not as a tool to answer examination questions. 12. Avoid drilling stereotyped sentence patterns. Students should not be made to memorise

words, phrases and sentences. Let them flourish in the language by themselves even by using simple English.

13. Upgrade own proficiency by using the language yourself. 14. Have models writing for the average and slow learners a guide avoid drilling stereotyped

sentence patterns. 15. Upgrade own proficiency by using the language yourself. 16. Have model writings for the average and slow learners as a guide. 17. Provide more samples of UPSR format questions and drill the students. 18. Stress and train students to read and follow rubrics and instructions carefully. 19. Teach or encourage students to use adjectives, adverbs, idiomatic expressions, proverbs

and similes in a variety of sentence structures. 20. Help pupils gain confidence in the learning of English through games, quizzes, spelling

competitions, role-plays, songs and jazz chants to make learning English fun.

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