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014/2 BAHASA INGGERIS SK

Bahasa Inggeris SK 1 Kupasan Mutu Jawapan UPSR 2012

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 The overall performance of the candidates this year was encouraging. Improvements were clearly shown. Candidates understood the requirements for all the tasks. Abilities in expressing ideas confidently, giving justification and creative construction of sentences were evident. A majority of the candidates showed abilities to fulfil the requirements of the tasks acceptably. Nevertheless, some candidates were unable to answer correctly due to poor command of the language. GENERAL PERFORMANCE OF CANDIDATES ACCORDING TO THEIR GROUPS High Achievers ( HA ) Candidates in this category used a variety of sentence structures confidently to express ideas appropriately in their writing. Compound and complex sentences were well constructed. Idioms, proverbs and similes used were contextually relevant. Candidates were also able to expand on the given notes and paragraphing was correctly done. The responses provided were able to arouse and sustain the interest of the readers. Average Achievers ( AA )


Candidates in this group were able to write simple and compound sentences. However, due to limited vocabulary, there was little creativity and new ideas in their writings. Answers given in all three sections were straightforward and simple. They made attempts to write complex sentences but there were omission of words, spelling and grammatical errors. Vocabulary used was insufficient to support meaning. Candidates had the tendency to use the same structures and ideas. Low Achievers ( LA ) The candidates were unable to construct simple sentences correctly due to lack of vocabulary and proficiency in the language. They could not write comprehensible sentences. They resorted to direct lifting and direct translation due to mother tongue interferences.


DETAILED PERFORMANCE Candidate’s Performance Question 1

Candidates in the HA group understood what is expected of them and could write simple, compound and complex sentences using a wide range of vocabulary to elaborate creative ideas.


The responses came in a variety of sentence structures. Candidates were able to construct complex sentences without any errors. The ability to add/ insert words which were not provided and using them correctly. e.g. ‘sports equipment store’, ‘various racquets’, ‘colourful toys’ and ‘accepts it joyfully’ showed excellent command of the language.


Below are three other samples sentences from the HA group.

Candidates were able to use correct expressions such as ‘sitting cross legged, ‘bending over’ and ‘keeping an eye’ to describe the activities shown in the picture.


Candidates in the AA 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 above are simple sentences describing what is seen in the picture only. There was no usage of new expressions or vocabulary.


Below are other samples of sentences from the AA group.


The candidates in the LA group failed to construct meaningful sentences. They tried to use the given words to construct sentences but were unsuccessful. These sentences were considered weak.

The phrase ‘racquets on a shelves’ was incorrect. The response should be ‘a racquet on the wall’.

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

The sentence above has a grammatical error and the word ‘boys’ is irrelevant to the stimulus.

The sentence above has grammatical and spelling errors.

The sentence above is ungrammatical.


The sentence above was ungrammatical and incorrect.

The sentence above has an inappropriate vocabulary ( bending )


Candidates Performance


The overall performance of candidates in this section was excellent. Nonetheless, errors in spelling and punctuation were rampant. Some candidates provided incomplete answers while, others transferred the information into the wrong column. Below is a sample of all correct answers given.

Sample showing spelling errors.


Sample showing transferring information to the wrong column.


Candidates’ Performance Question 2 ( b ) The task of this question required candidates to make a choice and give relevant reason(s) to support it. Candidates could make their choice and gave relevant reason(s) through a variety of sentence structure. The candidates in the HA group were able to fulfil the task for this question by making their choice. They could give interesting reasons with good justification of own ideas and expressions Below 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 also knowledge of the language. The words used were of high proficiency and correctly used.


Candidates from the AA 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. There were spelling and grammatical errors and distortion of meaning.


Some candidates were unable to fulfil the task given due to their limitation in vocabulary and grammar. They lifted information directly without providing reasons to support their choice. Grammar and spelling errors were made. There were numerous structural errors.


Candidates’ Performance

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


Candidates in the HA 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. Below is an example of a good story.


Candidates from the AA 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 the responses given. The example is shown below.


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


SUGGESTIONS TO CANDIDATES: 1. Write neatly and clearly. 2. Read and understand instructions before attempting the questions. 3. Construct sentences that are relevant to stimulus. 4. Construct sentences using the correct grammar structure. 5. Avoid constructing long sentences that may cause confusion of ideas. 6. Acquire knowledge of punctuations to avoid confusion. 7. Check and make necessary changes after completing an essay. 8. Avoid memorising of sentence structure as it may not be applicable to the question

given. 9. Understand that learning English is a life-long process, so use English at all times. 10. Read more English books, magazines, articles etc. 11. Use the dictionary at all times. 12. Use English often, inside and outside the classroom. 13. Practice the grammar rules in your daily writing activities. 14. Refer to your English teacher whenever you need help or ask when you do not

understand. 15. Practise writing simple sentences on your own. SUGGESTIONS TO TEACHERS: 1. Teach pupils the language instead of the exam format. 2. Use ‘brainstorming technique’ in the teaching and learning process. 3. Place equal emphasis on all components of language learning – listening,

speaking, reading, writing and grammar. 4. Stress on the importance of legible handwriting. 5. Prepare pupils how to plan answers for the given questions. 6. Use a variety of teaching strategies to create interest in language learning. 7. Train pupils to be independent, to strive, to be life-long learners, to have thinking

skills and to ask questions whenever in doubt. 8. Teach pupils dictionary skill. 9. Conduct drills on grammar, vocabulary, sentence structures and get pupils to apply

in their writing activities. 10. Conduct oral activities with pupils on various stimuli and situations. 11. Allow pupils to express their ideas. 12. Converse in English with the pupils as practice makes perfect. 13. Work towards improving your own proficiency. 14. Read more to increase word power. 15. Always refer to the dictionary when in doubt on how to use the language correctly.

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