024/2 & 034/2 bahasa inggeris sjkc-sjkt - gurubesar.my · bahasa inggeris sjkc-sjkt 3 kupasan...

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

Bahasa Inggeris SJKC-SJKT 1 Kupasan Mutu Jawapan UPSR 2013

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 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. In Section B, they merely extracted word or phrase 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

High Achievers

The candidate described the picture using the collective noun correctly. The verb-to-be is correctly coordinated with the pronoun „It‟. Average Achievers

The correct subject-verb agreement was used, though a very simple sentence. Low Achievers

The wrong use of verb-to-be „is‟ with the plural noun „shoes‟.


Question 2

High Achievers

Candidates were able to use both the nouns correctly. Ability to use the past continuous tense „was feeding‟ and the quantifier „some‟ for the uncountable noun „grass‟ was well depicted here. Average Achievers

This candidate was able to construct a sentence in the present continuous tense although it is a simple sentence. The definite articles „the‟ were appropriately used. Low Achievers

Spelling error occurred for the word “feding”. It shows the candidate‟s carelessness. The candidate may not be a low achiever as the sentence was correctly structured.


Question 3

High Achievers

The correct preposition was used in the construction of this sentence. Average Achievers

The definite article „the‟ should be used instead of „a‟ when this sentence was constructed.

This candidate was unable to use the correct preposition „on‟. An incorrect preposition „through‟ was used instead of the correct one „on‟ . Low Achievers

The sentence was constructed with the omission of the preposition „to‟ the radio.


Question 4

High Achievers

The candidate was able to use both the words correctly as this candidate had the knowledge of the kind of animal a porcupine is. Average Achievers

The sentence was constructed with the omission of the article „a‟. Low Achievers

The candidate showed confusion in the usage of wild and tame. The possessive adjective „his‟ was wrongly used.


Question 5

High Achievers

Candidates were able to construct a compound sentence correctly. The sentence was further explained with the correct tool used. Average Achievers

This candidate managed to write a correct sentence but used the noun „long scissors‟ incorrectly. Low Achievers

The common sight word „bushes‟ was wrongly used due to lack of vocabulary.


Question 6

High Achievers

The word „water-lily‟ was correctly used as an adjective for the type of plant in the sentence. Ability to use the correct preposition was shown in the candidate‟s answer. Average Achievers

Grammatically correct sentences with the given words were constructed while there was a common error using the wrong preposition „on‟. Low Achievers

An attempt was made to write based on the stimulus but the quantifier „many‟ was wrongly used.


Question 7

High Achievers

Grammatically correct sentence was constructed based on the stimulus .Candidate was able to give a clear description.

The adjective „lit‟ was correctly inserted in this sentence showing a good command of the language. Average Achievers

A very simple grammatically correct sentence was written by this candidate.

The candidate tried to construct a correct sentence but made mistakes in using the wrong verb and the given word is written in the singular. Low achievers

The phrasal verb „blows out‟ should be used instead of „blows off‟ showing a level of confusion.


Question 8

High Achievers

Ability to construct a good compound sentence was shown here although the stimulus was just a single object. Average Achievers

A grammatically correct sentence was constructed but to generalize „things‟ does not explain the specification of a carpenter‟s scope of work. Low achievers

Redundancy of „by‟ was detected in this sentence. This is a common mistake detected when the conjunction ‟with‟ should be used in the sentence.


Question 9

High Achievers

The stimulus given was easily recognized by the candidate and able to construct grammatically correct sentence.

Average Achievers

Redundancy is detected in this sentence – ‘the’ bread. The word „bread‟ can stand on its own.

The preposition „as‟ in this sentence was an error instead of the word „for‟.


Question 10

High Achievers

The activity in the stimulus was easily recognized and the candidate was able to use the preposition „into‟ aptly. Average Achievers

Confusion of preposition was detected. The wrong preposition „in‟ and „from‟ were used instead of „into‟ respectively. Low Achievers

The candidate omitted the preposition thus changing the meaning of the sentence and consequently got the sentence wrong.


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 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 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. These candidates showed minimum understanding of the task. Their 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 before transferring them.

Practice as many exercises as possible to familiarise with the task. 8. Mind map or brain storm before answering Section C. Use WH (What, Who, Where, When,

Why, How) 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 programs 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 model writings for the average and slow learners as a guide. 15. Avoid drilling stereotyped sentence patterns. 16. Provide more samples of UPSR format questions and drill the students. 17. Stress and train students to read and follow rubrics and instructions carefully. 18. Teach or encourage students to use adjectives, adverbs, idiomatic expressions, proverbs

and similes in a variety of sentence structures. 19. 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. 20. Enjoy teaching the subject.

024/2 & 034/2 bahasa inggeris sjkc-sjkt - gurubesar.my · bahasa inggeris sjkc-sjkt 3 kupasan...

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