2043_02_manual pentadbiran instrumen membaca

8/13/2019 2043_02_Manual Pentadbiran Instrumen Membaca

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Manual Instrumen MembacaSaringan 2, Tahun 1 (2013)© Hak Cipta Kerajaan Malaysia 2013

KANDUNGAN

Kaedah Pentadbiran 3 – 6

Prosedur Pentadbiran Instrumen Penggunaan Manual Tatacara Pengisian Borang Pelaporan Penguasaan Individu (BPPI) Penetapan Murid ke Program LINUS atau Arus Perdana

Pentadbiran Instrumen 7 – 15

Konstruk Arahan Guru Tindakan Murid



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KAEDAH PENTADBIRAN INSTRUMEN LITERASI MEMBACA

PERKARA KAEDAH PENTADBIRAN

Pentadbiran Instrumen literasi membaca mengandungi 12 konstruk. Instrumen ini ditadibir secara lisan dan bertulis 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, membaca atau menulis. 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.



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Cara Mengisi BorangPelaporanPenguasaan 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:

KonstrukSaringan 2 Penguasaan Saringan 2

Membaca Kuasai BelumKuasai Menulis Kuasai Belum

Kuasai Kuasai BelumKuasai

1 34

34

2 34

34

3 2

3 2

3

4 23

23

5 23

23

6 23

23

7 34

34

8 23

23

9 23

23

10 34

34

11 23

23

12 23

23



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Penetapan Murid keProgram LINUS atauArus Perdana

Penguasaan konstruk dalam kedua-dua literasi membaca dan menulis diambilkira bagimenentukan sama ada murid memasuki Program LINUS atau mengikuti Arus Perdana.

Murid yang memasuki Program LINUSo Tidak menguasai mana-mana konstruk 1 hingga konstruk 12.

Contoh:

KonstrukSaringan 2 Penguasaan Saringan 2

Membaca Kuasai BelumKuasai Menulis Kuasai Belum

Kuasai Kuasai BelumKuasai

1 34

34

2 34

34

3 33

23

4 1

3 2

3

5 23

13

6 23

23

7 34

34

8 23

23

9 23

23

10 1 4 3 4

11 23

13

12 13

13



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Murid yang memasuki Arus Perdanao Menguasai kesemua konstruk 1 hingga konstruk 12

Contoh:

Konstruk Saringan 2 Penguasaan Saringan 2Membaca Kuasai Belum

Kuasai Menulis Kuasai BelumKuasai Kuasai Belum

Kuasai

1 34

34

2 44

34

3 33

33

4 33

33

5 2 3 3 3

6 33

23

7 44

44

8 33

33

9 33

23

10 34

34

11 23

33

12 23

33



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PENTADBIRAN INSTRUMEN

TUGASAN(KONSTRUK) ARAHAN GURU TINDAKAN MURID

C1: Able to identify anddistinguish letters ofthe alphabet.

Explanation:The ability to identifyand distinguish theshapes of letters.

Teacher guides the pupil by reading theexample given.

1.

Pupil reads the given letters.

1.

C2: Able to associatesounds with the lettersof the alphabet.

Explanation:The ability to say aloudthe sounds of thephonemes.

Teacher points to the alphabet andprompts the pupil to say the sounds of thephonemes aloud, using the examplegiven.

1.

Pupil says aloud the sounds of thephonemes: /g/, / /, /ck/, /r/

h j

w q

2.

3. 4.

h j2.

w3.

q4.

g o2.

ck3. r4.

g1.

ck3.

o2.

4.r 4.



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C3: Able to blendphonemes intorecognizable words.

Explanation:The ability to blendsounds of phonemesinto recognisablewords.

Teacher points to the alphabet and pupilsays the sounds of the phonemes aloud.

1.

2.

3.

Pupil blends the phonemes and says thewords aloud.

Pupil should be allowed to say the wholeword aloud without spelling it.

1.

2.

3.

C4: Able to segmentwords into phonemes.

Explanation:The ability to segmentwords into phonemes.

Teacher shows the words to the pupil.

1. net

2. rug

3. jog

Pupil says the words then sounds thegiven phonemes.

1. net /n/ / / /t/

2. rug /r/ / / /g/

3. jog / / / / /g/

d o g

b u n

s ck

d o g

b u n

s ck



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C5: Able to understandand use the languageat word level.

Explanation:The ability tounderstand and use thelanguage at word level.

Teacher shows the pictures.

1.

2.

3.

Pupil points to the correct words. Pupilreads them aloud.

1.

2.

3.

jug mug dig

dogpotcot

sack sockskick

jug mug dig

cot pot dog

sack kick socks



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C6: Able to participatein daily conversations

using appropriatephrases.

Explanation:Ability to participate indaily conversationsusing appropriatephrases.

Teacher asks pupil to read and choosethe correct responses.

1.

2.

3.

Pupil reads and points to the correctresponses.

1.

2.

3.

What is yourname?

Happybirthday.

Hi, I amRani.

What is yourname?

Happybirthday.

Hi, I amRani.

… y name is

Sarah.

Hi, I am

Lim.

an you.

… y name is

Sarah.

Hi, I am

Lim.

Thank you.



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C7: Able to understandand use the languageat phrase level in lineartexts.

Explanation:The ability tounderstand and use thelanguage at phraselevel in linear texts.

Teacher shows the pictures and phrases.Teacher may guide the pupil to read thephrases.

1. two big bears

.

Pupil reads the phrases and points to thecorrect pictures.

1. two big bears

.



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C8: Able to understandand use the languageat phrase level in non-linear texts.

Explanation:The ability tounderstand and use thelanguage at phraselevel in non-linear texts.

Teacher asks the following questions:

1. Where is the bird?2 Where is the clock?3. What is Minah doing?

4. What is on the table?

Pupil chooses the correct answers andreads them aloud.

1. Where is the bird?In the cage.

2. Where is the clock?On the shelf.

3. What is Minah doing?Drawing a picture.

4. What is on the table?A table lamp.

C9: Able to read andunderstand sentences.

Explanation:The ability to readaloud sentences withguidance.

Teacher may guide the pupil to read theentire paragraph aloud and promptwhen necessary.

*Not more than three mispronouncedwords in the paragraph can beaccepted and full marks should beawarded.

Pupil reads the paragraph aloud.

Amin is hungry. He looks for food. He

sees an apple. He is happy.

Amin is hungry. He looks for food. He

sees an apple . He is happy.



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C10: Able tounderstand and use thelanguage at sentencelevel in non-linear texts.

Explanation:The ability to readsentences and point tothe correct picturesthat describes themcorrectly.

Teacher asks the pupil to read eachsentence aloud and then point to thecorrect picture.

My sister takes the bus.

Amir cycles to school.

Kumar rides in the car.

My brother walks home.

The pupil reads each sentence andpoints to the correct pictures.

My sister takes the bus.

Amir cycles to school.

Kumar rides in the car.

My brother walks home.



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C11: Able tounderstand and use thelanguage at paragraphlevel in linear texts.

Explanation:The ability to read andunderstand sentencesin a paragraph.

Teacher guides the pupil to read aloudthe paragraph, prompting wherenecessary.

This is Kamal.

He is seven years old.

He walks to school.

He likes to play chess.

Teacher asks these questions:

1. Who is he?2. How old is he?3. Does he walk to school?

Pupil reads the paragraph and answersthe questions read by the teacher orally.

1. Who is he?Answers : He is Kamal.

This is Kamal.Kamal.

*Any acceptable answers.

2. How old is he?Answers : He is seven years old.

He is seven.Seven years old.Seven.


3. Does he walk to school?Answers : Yes, he does.Yes.He walks to school.




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C12: Able to constructsentences withguidance.

Explanation:The ability to stringwords given intosentences and readthem aloud.

Teacher may guide the pupil by pointingto the words and the picture given.

The bell

is

in the tin.

The pencil under the chair.

The eraser on the desk.

Pupil constructs sentences by using thesubstitution table.

The bell

is

in the tin.

The pencil under the chair.

The eraser on the desk.

The bell is on the desk.The pencil is in the tin.The eraser is under the chair.

2043_02_manual pentadbiran instrumen membaca

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