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014/2 BAHASA INGGERIS SK

Bahasa Inggeris SK 1 Kupasan Mutu Jawapan UPSR 2014

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

diperuntukkan ialah 10.

Bahagian B terdiri daripada soalan respons terhad yang mesti dijawab. Markah yang

diperuntukkan ialah 15.

Bahagian C terdiri daripada satu soalan respons terbuka yang mesti dijawab. Markah

yang diperuntukkan 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 the candidates showed a positive performance. The majority of the

candidates were able to fulfill the required tasks. The answers given by the candidates

showed clearly that they understood the requirements for all the constructs. They were

able to express their ideas confidently, give reasonable justifications and produce

creative elements in their sentence construction. Nevertheless, a considerable number of

candidates were unable to express themselves effectively due to poor command of the

language.

GENERAL PERFORMANCE OF CANDIDATES ACCORDING TO THEIR GROUPS

High Achievers

Candidates in this category used the language proficiently and confidently. They

constructed a variety of sentences with new ideas and advanced vocabulary. They wrote

interesting and impressive answers which attracted the attention of the readers. They

hardly made grammatical and structural errors.

Average Achievers

The candidates in this category were able to express their ideas using simple and

compound sentences correctly in their writing. Even though they made attempts to write

complex sentences, errors occurred such as omission of words, spelling and grammar.

Due to limited vocabulary, there were little creativity and new ideas shown in their

writing. Straight forward and simple answers were given in all three sections instead.

Vocabulary used was insufficient to support meaning. Candidates had the tendency to

use the same structures and ideas.

Low Achievers

The candidates were lacking in vocabulary and proficiency in the language, so they were

unable to construct even simple sentences. This led to multiple errors and their

sentences were incomprehensible. They applied direct lifting and their sentences were

distorted. They used direct translation in their answers because of mother tongue

influences.


DETAILED PERFORMANCE

Candidates’ Performance

Question 1

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

The candidates in the excellent category were able to express themselves clearly based

on the stimulus using compound sentence structures. They were able to fulfill excellently

what was required in the task given and to write confidently using a variety of sentence

structures and interesting expressions.


Below are three samples of excellent sentences.

The candidates were able to write compound sentences with new ideas and interesting

expressions.

Candidates in the average category could describe what was shown in the picture using

simple sentences without much elaboration. The required task was fulfilled. There were

no use of new expressions or vocabulary. Some errors were obvious in the sentences.

These are samples of average sentences.

Attempts were made to construct sentences but they were grammatically incorrect.

Vocabulary was inaccurately used, which caused unclear meaning.


The candidates in low achievers category were unable to use the words given to

construct meaningful sentences. They made multiple errors in vocabulary and grammar.

The sentences above are considered as weak presentation. These sentences have no

meaning and are structurally distorted.

Above is an example of a sentence which is grammatically incorrect. Wrong usage of

vocabulary can be identified in the sentence below.


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, some candidates made careless spelling and punctuation errors. Incomplete answers and transferring of information into the wrong column also occurred occasionally.


Below is a sample of all correct answers given.


An example of spelling error is shown above.

An example that shows transferring of information into the wrong column.


Question 2 (b)

The task of this question requires candidates to make a choice and give relevant

reason(s) to support it.


For the excellent category, candidates were able to fulfil the task by making a correct choice and giving interesting reasons with good justifications in their own words. The sample below shows the candidates’ ability to write reasons based on personal experience and their competency of the language. The words used were of high proficiency, interesting and were appealing to the readers.


The candidates in the average category were able to make a choice but they were

unable to give supporting reasons. This was because they lifted the information directly

from the question. Spelling, grammatical errors and unclear meaning also occurred.


The candidates were unable to fulfil the task given due to their limited vocabulary and

grammar. They made multiple grammar, spelling and structural errors. They also lifted

information directly without reasons to support their choice.


Question 3

Candidates are required to write a story based on the pictures and words given.


Above is an example of an excellent story. Candidates in the high achievement category were able to use a variety of sentence structures, interesting expressions and suitable vocabulary to create an interesting story based on the stimulus given. Although a few minor errors occurred, the story line was not distorted and the flow of ideas was still in context.


Candidates from the average category lacked creativity and were unable to write a good

story. They failed to link given words and the pictures clearly to create a sensible story.

More errors were detected in grammar and vocabulary. Inappropriate expressions were

also evident in answers given.

The example above is a story from the average category.


Above is an example of a weak story.

Most candidates in the low achievement category presented ideas which were

disorganised. They had difficulty in constructing simple grammatically correct sentences

to write a story. Words were spelt wrongly and they had very limited vocabulary. Some

candidates copied the words given instead of using them to construct meaningful

sentences.


SUGGESTIONS TO CANDIDATES

1. Instructions should be read and understood before attempting the questions. 2. Construct sentences that are relevant to the stimulus using the correct grammar

structure. 3. Handwriting must be neat and clear. 4. Practise the grammar rules in your daily writing activities. 5. Avoid memorising of sentence structures as it may not be applicable to the

question given. 6. Acquire knowledge of punctuation to avoid confusion. 7. Check and make necessary changes after completing an essay. 8. Practise writing simple sentences on your own. 9. Use the dictionary at all times. 10. Read more English books, magazines, and articles. 11. Refer to your English teacher whenever you need help or ask when you do not

understand. 12. Use English often, inside and outside the classroom.


SUGGESTIONS TO TEACHERS

1. Equal emphasis should be placed on all components of language learning – listening, speaking, reading, writing and grammar.

2. A variety of teaching strategies should be used 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 skills. 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 a strong student-teacher relationship by conversing in English with the

pupils as practice makes perfect. 13. Teachers should work towards improving their own proficiency and read more to

increase word power. 14. Teachers should always refer to the dictionary when in doubt of how to use the

language correctly.

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