2. manual pentadbiran instrumen membaca saringan 1_2014

1

Manual Instrumen Membaca Saringan 1, Tahun 2 (2014)

Hak Cipta Kerajaan Malaysia 2014

KEMENTERIAN PENDIDIKAN MALAYSIA

NKRA PENDIDIKAN

LINUS2.0 (LITERASI BAHASA INGGERIS)

MANUAL

PENTADBIRAN INSTRUMEN

LITERASI MEMBACA

TAHUN 2

2014

(SARINGAN 1)

2



KANDUNGAN

Kaedah Pentadbiran 3 6

Prosedur Pentadbiran Instrumen

Penggunaan Manual

Tatacara Pengisian Borang Pelaporan Penguasaan Individu (BPPI)

Penetapan Murid ke Program LINUS2.0 atau Arus Perdana

Pentadbiran Instrumen 7 15

Konstruk

Arahan Guru

Tindakan Murid

3



KAEDAH PENTADBIRAN INSTRUMEN LITERASI MEMBACA

PERKARA KAEDAH PENTADBIRAN

Pentadbiran

Instrumen literasi membaca mengandungi 12 konstruk.

Instrumen ini ditadbir secara lisan secara berterusan semasa waktu Bahasa Inggeris.

Instrumen ini ditadbir mengikut urutan konstruk.

Setelah kesemua konstruk ditaksir, pentaksir boleh mengulang mana-mana konstruk yang

belum dikuasai oleh murid.

Murid boleh memberi respons secara mengeja dan membaca.

Dicadangkan murid duduk bersebelahan pentaksir ketika pentaksiran dilaksanakan.

Pentadbiran instrumen ini haruslah dilakukan secara telus dan jujur.

Kesemua konstruk hendaklah ditaksir dalam tempoh yang ditetapkan.

Setiap konstruk yang disaring hendaklah diisi dalam Borang Pelaporan Penguasaan Individu

(BPPI).

Penggunaan Manual

Manual Literasi Membaca ini perlu dirujuk oleh pentaksir.

Manual ini merupakan panduan mentaksir 12 konstruk Literasi Membaca dan skema

jawapan disertakan.

Pentaksir hendaklah membaca manual ini dengan teliti dan memahaminya sebelum

mentadbir instrumen.

4



Cara Mengisi Borang

Pelaporan

Penguasaan Individu

(BPPI)

Pentaksir perlu melengkapkan BPPI dengan nama murid, kelas dan tahun.

Pentaksir perlu mencatat penguasaan murid bagi setiap konstruk pada ruang yang

disediakan.

Pada akhir tahun BPPI yang telah lengkap diisi hendaklah disimpan dalam fail peribadi murid

untuk tujuan rujukan.

BPPI hendaklah dibekalkan kepada murid yang berpindah.

Tahap penguasaan minimum bagi Literasi Membaca dan Menulis adalah seperti berikut:

Konstruk

Saringan 1 Penguasaan Saringan 1

Membaca Kuasai Belum

Kuasai Menulis Kuasai

Belum

Kuasai Kuasai

Belum

Kuasai

1 3

4

3

4

2 3

4

3

4

3 2

3

2

3

4 2

3

2

3

5 2

3

2

3

6 2

3

2

3

7 2

3

3

4

8 3

4

2

3

9 3

4

2

3

10 2

3

3

4

11 2

3

2

3

12 2

3

2

3

5



Penetapan Murid ke

Program LINUS2.0

atau Arus Perdana

Penguasaan konstruk dalam kedua-dua literasi membaca dan menulis diambilkira bagi

menentukan sama ada murid memasuki Program LINUS2.0 atau mengikuti Arus Perdana.

Murid yang memasuki Program LINUS2.0

o Tidak menguasai mana-mana konstruk 1 hingga konstruk 12.

Contoh:

Konstruk




Belum

Kuasai Kuasai

Belum

Kuasai

1 3

4

3

4

2 3

4

3

4

3 2

3

2

3

4 1

3

2

3

5 2

3

1

3

6 2

3

2

3

7 2

3

3

4

8 3

4

2

3

9 3

4

2

3

10 1

3

3

4

11 1

3

1

3

12 1

3

1

3

6



Murid yang memasuki Arus Perdana

o Menguasai kesemua konstruk 1 hingga konstruk 12

Contoh:

Konstruk




Belum

Kuasai Kuasai

Belum

Kuasai

1 3

4

3

4

2 3

4

3

4

3 2

3

3

3

4 2

3

3

3

5 2

3

3

3

6 2

3

2

3

7 2

3

4

4

8 3

4

3

3

9 3

4

2

3

10 2

3

3

4

11 2

3

3

3

12 2

3

3

3

7



PENTADBIRAN INSTRUMEN

TUGASAN

(KONSTRUK) ARAHAN GURU TINDAKAN MURID

1: Able to identify and

distinguish letters of

the alphabet.

Explanation:

Ability to identify and

distinguish the shapes of

letters.

1.Teacher reads the example given.

2.Teacher asks pupil to read the

underlined letters in the given words.

Example:

1. Pupil reads the underlined letters in the

given words

1

J

v

g

Note:

This item carries 4 marks.

Pupil needs to get a minimum score of 3

out of 4 to pass this construct.

school

June

seven

magazine

e

8



C2: Able to associate

sounds with the letters

of the alphabet.

Explanation:

Ability to say aloud the

sounds of the

phonemes.

1. Teacher says the sound of the

underlined letter in the example given

2. Teacher points to underlined letters

and pupil says the sounds

Example:

Pupil says the sounds of the underlined

letters.

- /f/

- /b/

- /w/

- /s/

Note:




hill

9



C3: Able to blend

phonemes into

recognisable words.

Explanation:

Ability to blend sounds

of phonemes into

recognisable words.

1. Teacher reads the example given.

2. Teacher guides the pupil by pointing to

the segmented word.

Example:

Note: Full mark is awarded if pupil is able

to read the whole word aloud without

segmenting it.

Pupils reads the words given.

tree

seven

carpenter

Note:




10



C4: Able to segment

words into phonemes.

Explanation:

Ability to segment

words into phonemes.

1.Teacher reads the example given and

segments it.

Example:

1. Pupil reads and segments the words

into phonemes.

Note:




11



C5: Able to understand

and use the language

at word level.

Explanation:

Ability to understand


at word level.

1. Teacher points to the picture in the

example given and says the word aloud.

Example:

2. Teacher points to the pictures given

and asks pupil to point to and read aloud

the correct word.

1. Pupil looks at the picture given and

points to the correct word.

2. Pupil says the word aloud.

Note:




book

12



C6: Able to participate

in daily conversations

using appropriate

phrases.

Explanation:

Ability to participate in

daily conversations

using appropriate

phrases.

1.Teacher asks pupil to read and choose

the correct responses.

2.Teacher may guide by reading the

speech bubbles in the stimulus.

1. Pupil reads and chooses the correct

responses.

Well done

son!

Oh! I am

so sorry.

13



Note:




Sure. Here

you are.

14





at phrase level in linear

texts.

Explanation:



at phrase level in linear

texts.

1. Teacher asks pupil to read the phrases

and point to the correct picture.

1. Pupil reads the phrases and points to

the correct pictures.

three juicy apples

a tall boy

a bowl of noodles

Note:




15





at phrase level in non-

linear texts.

Explanation:



at phrase level in non-

linear texts.

1.Teacher asks pupil to look at the picture

given.

2.Teacher asks questions based on the

picture and pupil answers them

Questions:

1. Where is the boy? 2. What is he doing? 3. Where is the monkey? 4. How many ducks can you see?

1. Pupil looks at the picture given.

2. Pupil answers the questions.

Answers:

1. under the tree.

2. reading a book.

3. on the tree

4. three ducks

Note:




16



C9: Able to read and

understand sentences.

Explanation:

Ability to read aloud

sentences with

guidance.

1.Teacher asks the pupil to read the

paragraph given.

1. Pupil reads the paragraph aloud.

Note:

This item carries 4 marks. (Every correctly

read sentence is awarded one mark.Only

one error or mispronounced word in

each sentence is accepted). Pupil

needs to score a minimum of 3 out of 4 to

pass this construct.

Rina and her family are at the

zoo. They see many animals

there. Rina rides on an elephant.

She is very happy.

17



C10: Able to

understand and use the

language at sentence

level in non-linear texts.

Explanation:

Ability to read

sentences and point to

the correct pictures

that describe them

correctly.

1. Teacher asks pupil to read the

sentences given and point to the correct

pictures.

1.Pupil reads the sentences and points to

the correct pictures.

Mary cycles to the bookshop.

Ram plays the piano every day.

18



Note:




Ali wears a jersey to the football game.

19



C11: Able to

understand and use the

language at paragraph

level in linear texts.

Explanation:

Ability to read and

understand sentences

in a paragraph.

1.Teacher asks pupil to look at the

picture given.

2.Teacher asks pupil to read the

paragraph and then answer the

questions below.

Questions:

1. What is this flower called?

2. Does it smell nice?

3. Name two different colours of roses.

1. Pupil looks at the picture given and

reads the paragraph aloud.

2. Pupil answers the questions.

Answers:

1. Roses/ rose.

2. Yes / Yes, it smells nice. / It smells nice.

3. Accept any two correct colours.

(Red/pink/yellow/white)

Note:




This is a rose. It is a beautiful flower.

It smells nice. There are red, pink,

yellow and white roses.

20



C12: Able to construct

sentences with

guidance.

Explanation:

Ability to string words

given into sentences

and read them aloud.

1. Teacher asks pupil to make sentences

with the given phrases.

2. Teacher asks pupil to read the

sentences aloud.

1. Pupil looks at the pictures given and

makes sentences.

2. Pupil reads the sentences aloud.

Answers:

1.The apples are in a large basket.

2. Two boys are talking under the tree.

3. The thick books are on the table.

Note:




The apples

are

talking under the tree.

Two boys on the table.

The thick books in a large basket.

2. manual pentadbiran instrumen membaca saringan 1_2014

Documents