014-2 bahasa inggeris sk - gurubesar.mykertas 2 bahasa inggeris upsr ini mengandungi tiga bahagian,...

014-2 BAHASA INGGERIS SK

Bahasa Inggeris SK 1 Kupasan Mutu Jawapan UPSR 2013

INSTRUMEN PENTAKSIRAN

Kod Mata Pelajaran : 014 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 Candidates this year showed a satisfactory performance. However, they understood the requirements for all the three sections. Some candidates had the ability to express ideas confidently with correct grammar usage. They were able to fulfill the tasks given. Nevertheless, a considerable number of candidates were unable to answer the questions correctly due to their poor command of their language. GENERAL PERFORMANCE OF CANDIDATES ACCORDING TO THEIR GROUPS

High Achievers

Candidates in this category expressed their ideas appropriately and confidently using a variety of sentence structures. They constructed compound and complex sentences with new words and ideas. Their answers were interesting and attracted the attention of the readers. They were able to use the language correctly and minimized errors. Average Achievers

The candidates in this group lacked creativity and new ideas in their writing. They were able to write simple and compound sentences. However, due to limited vocabulary, their answers in all three sections were straightforward. They made attempts to construct complex sentences but there were omission of words, grammatical and spelling errors. They were unable to write grammatically correct sentences.


Low Achievers

The candidates were unable to construct simple sentences correctly due to lack of vocabulary and proficiency in the language. They made multiple errors in their sentences and their sentences were incomprehensible. They used direct lifting in their sentences and this led to poorly constructed sentences. Due to interferences from their mother tongue, candidates used direct translation resulting in wrongly constructed sentences. DETAILED PERFORMANCE

Candidates’ Performance Question 1

The task is to write grammatically correct sentences based on the stimulus given.

Candidates in the excellent group were able to fulfill what is required in the task given excellently and they were able to write confidently using a variety of sentence structures. They were able to express themselves clearly based on the stimulus using compound sentence structures.


The sentences above are three samples of excellent sentences.

Candidates in the average group expressed their ideas using simple sentences without much elaboration. The required tasks were fulfilled. Candidates could describe what was shown in the picture. The sentences are simple sentences describing what is seen in the picture only. No use of new expressions or vocabulary. These are samples of average sentences.

Attempts were made to construct sentences but, the sentences constructed were grammatically incorrect. Vocabulary was inaccurately used, which caused distortion of ideas.


The candidates in the low achievement group failed to construct meaningful sentences. They tried to use the given words to construct sentences but were unsuccessful. The sentences above are considered as weak presentation.

The sentence above is an example of a sentence which is grammatically incorrect.

Wrong usage of vocabulary could be identified in the sentence above.


Candidates Performance Question 2 (a)

The candidates are required to transfer information accurately and appropriately from one text into a given framework.


The overall performance of candidates in this section was excellent. Nonetheless, carelessness in spelling and punctuation were rampant. Incomplete answers and transferring of information into the wrong column also occurred occasionally.


Above is a sample of all correct answers given.


Sample of candidate showing spelling error.

An example that shows transferring information to the wrong column.

Candidates’ Performance Question 2 ( b )

The task of this question requires candidates to make a choice and give relevant reason(s) to support it. Candidates made their choice and give relevant reason(s) through a variety of sentence structures.


Excellent candidates were able to fulfill the task for this question by making their choice. They could give interesting reasons with good justification of own ideas and expressions.

Above is a sample showing the candidates’ ability to give reasons based on the information given and ideas of their own.

The sample above shows the candidates’ ability to write reasons based on personal experience and good knowledge of the language. The words used were of high proficiency. The sentences were interesting and appealing to the readers.

Candidates from the average group were able to make a choice but the reasons given were directly lifted from the information. The information lifted was not elaborated to support the reasons for the choice made. Spelling, grammatical errors and unclear meaning occurred.


Some candidates were unable to fulfill the task given due to their limitation in vocabulary and grammar. They lifted information directly without reasons to support their choice. Grammar and spelling errors were made. Their weakness was shown in structural errors.


Candidates’ Performance Question 3

Candidates are required to write a story based on the pictures with the help of the given words.


Above is an example of a good story.

Candidates in the high achievement group were able to create an interesting story based on the stimulus given using a variety of sentence structures, interesting expressions and suitable vocabulary. Although minor errors occurred, the flow of ideas was still in context and did not distort the story line.


The example above shows a sample from average group candidates.

Candidates from the average group were able to write a story. However, the lack of creativity and informative sentences prevented them from writing a good story. They were unable to link given words and pictures clearly to make a sensible story. Inappropriate expressions were also evident in answers given.


The sample above is an example of a weak story. Most of the candidates in the low achievement group had difficulty in constructing simple grammatically correct sentences to write a story. Ideas presented were disorganised. Words given were wrongly spelt and had very limited vocabulary. Some candidates copied the words given instead of using them to construct meaningful sentences.


SUGGESTIONS TO CANDIDATES

1. Read and understand instructions before attempting the questions. 2. Construct sentences that are relevant to stimulus. 3. Practise the grammar rules in your daily writing activities. 4. Construct sentences using the correct grammar structure. 5. Avoid constructing long sentences that may cause confusion of ideas. 6. Avoid memorising of sentence structures as it may not be applicable to the

question given. 7. Acquire knowledge of punctuation to avoid confusion. 8. Check and make necessary changes after completing an essay. 9. Practise writing simple sentences on your own. 10. Use the dictionary at all times. 11. Read more English books, magazines, articles etc. 12. Refer to your English teacher whenever you need help or ask when you do not

understand. 13. Use English often, inside and outside the classroom. 14. Handwriting must be neat and clear.


SUGGESTIONS TO TEACHERS

1. Place equal emphasis on all components of language learning – listening,

speaking, reading, writing and grammar. 2. Use a variety of teaching strategies to create interest in language learning. 3. Conduct drills on grammar, vocabulary, sentence structures and get pupils to apply

in their writing activities. 4. Train pupils to be independent, to strive, to be life-long learners, to have thinking

skills and to ask questions whenever in doubt. 5. Conduct oral activities with pupils on various stimuli and situations. 6. Use ‘brainstorming technique’ in the teaching and learning process. 7. Teach pupils the language instead of the exam format. 8. Stress on the importance of legible handwriting. 9. Teach pupils dictionary skill. 10. Prepare pupils how to plan answers for the given questions. 11. Get feedback from students to monitor their progress and allow them to express

their ideas. 12. Create strong students – teacher relationship by conversing in English with the

pupils as practice makes perfect. 13. Teachers should work towards improving their own proficiency. 14. Teachers should read more to increase word power. 15. Teachers should always refer to the dictionary when in doubt of how to use the

language correctly.

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