Download - Manual Pentadbiran Instrumen Menulis

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Manual Instrumen Menulis Saringan 2, Tahun 1 (2013)

© Hak Cipta Kerajaan Malaysia 2013

KEMENTERIAN PELAJARAN MALAYSIA

NKRA – PENDIDIKAN

LINUS 2.0 (LITERASI BAHASA INGGERIS)

MANUAL

PENTADBIRAN INSTRUMEN

LITERASI MENULIS

TAHUN 1

2013

(SARINGAN 2)

2



KANDUNGAN

Kaedah Pentadbiran 3 – 7

Prosedur Pentadbiran Instrumen

Penggunaan Manual

Tatacara Pengisian Borang Pelaporan Penguasaan Individu (BPPI)

Penetapan Murid ke Program LINUS atau Arus Perdana

Pentadbiran Instrumen 8 – 15

Konstruk

Arahan Guru

Tindakan Murid

3



KAEDAH PENTADBIRAN INSTRUMEN LITERASI MENULIS

PERKARA KAEDAH PENTADBIRAN

Pentadbiran

Instrumen literasi menulis mengandungi 12 konstruk.

Instrumen ini ditadbir secara kelas.

Pentadbiran instrumen boleh diadakan di bilik darjah atau tempat lain yang bersesuaian.

Pentadbiran instrumen ini hendaklah dilakukan secara telus dan jujur.

Guru hendaklah memberikan panduan atau bimbingan kepada murid untuk menjawab

item setiap konstruk.

Setiap konstruk yang dikuasai oleh murid hendaklah diisi dalam Borang Pelaporan

Penguasaan Individu (BPPI) yang sama digunakan dalam literasi lisan dan membaca.

Cadangan pentadbiran saringan instrumen menulis:

PILIHAN SESI KONSTRUK DITAKSIR MASA DICADANGKAN

1

1 1 – 4 30 minit

2 5 – 8 30 minit

3 9 – 12 30 minit

2 1 1 – 6 60 minit

2 7 – 12 60 minit

Penggunaan

Manual

Manual Literasi Menulis ini ialah panduan kepada pentaksir.

Manual ini mengandungi kaedah mentaksir 12 konstruk Literasi Menulis beserta skema

jawapan.

Manual ini menerangkan secara terperinci tentang cara mentadbir setiap konstruk.

Pentaksir hendaklah membaca manual ini dengan teliti dan memahaminya sebelum

mentadbir instrumen.

4



Cara Mengisi

Borang

Pelaporan

Penguasaan

Individu (BPPI)

BPPI boleh diperoleh dalam Manual Am Pentadbiran Instrumen Literasi.

BPPI mengandungi 12 konstruk.

Setiap konstruk mempunyai bilangan item tertentu.

Pentaksir perlu mencatat penguasaan murid dalam setiap konstruk pada ruang yang

disediakan.

BPPI yang telah lengkap diisi hendaklah disimpan dalam fail peribadi murid untuk tujuan

rujukan.

Jika murid bertukar ke sekolah lain, BPPI hendaklah dibekalkan bersama-sama murid.

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

Konstruk

Saringan 2 Penguasaan Saringan 2

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 3

4

3

4

8 2

3

2

3

9 2

3

2

3

10 3

4

3

4

11 2

3

2

3

12 2

3

2

3

6



Penetapan

Murid ke

Program LINUS

atau Arus

Perdana

Penguasaan konstruk dalam kedua-dua literasi membaca dan menulis diambil kira bagi

menentukan sama ada murid memasuki Program LINUS atau mengikuti Arus Perdana.

Murid yang memasuki Program LINUS

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 3

3

2

3

4 1

3

2

3

5 3

3

1

3

6 2

3

2

3

7 3

4

3

4

8 3

3

2

3

9 2

3

2

3

10 1

4

3

4

11 1

3

1

3

12 1

3

1

3

7



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 4

4

3

4

3 3

3

3

3

4 3

3

3

3

5 3

3

3

3

6 3

3

2

3

7 3

4

4

4

8 3

3

3

3

9 3

3

2

3

10 3

4

3

4

11 3

3

3

3

12 2

3

3

3

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PENTADBIRAN INSTRUMEN

TUGASAN

(KONSTRUK) ARAHAN GURU TINDAKAN MURID

C1: Able to identify

and distinguish

letters of the

alphabet

Explanation:

The ability to form

the shapes of letters

Teacher asks the pupil to copy and write the

capital letters correctly.

1

b

Pupil writes the capital letters correctly.

1.

r R

2.

f F

3.

g G

4.

h H

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C2: Able to

associate sounds

with the letters of

the alphabet

Explanation:

The ability to

identify letters in

association to

sounds.

Teacher asks the pupil to write the initial

sounds of the words based on the pictures

correctly.

1.

Pupil writes the letters with the correct sounds in

the given boxes.

b s

e c

C3: Able to blend

phonemes into

recognisable

words.

Explanation:

The ability to copy

and write in neat

legible print.

Teacher asks pupil to rearrange the letters to

form words.

e b w web e b w

Pupil writes the correct words based on the

pictures given.

1.

p a c cap p a c

u

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C4: Able to

segment words into

phonemes.

Explanation:

The ability to spell

simple 3-letter

words correctly.

Teacher asks pupil to spell and fill in the

correct letters.

1.

r a t

Pupil fills in the boxes with the correct letters to

spell the words based on the pictures.

1.

m o p

2.

b i n

3.

d u c k t

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C5: Able to

understand and use

the language at

word level.

Explanation:

The ability to use

the language

correctly at word

level.

Teacher asks the pupil to read and fill in the

blanks correctly with the given words.

I like to eat__________.

Pupil reads the sentences and fills in the blanks

with the correct answers.

1.

Ali sells buns in his shop.

2. Siti likes to drink juice . 3. We eat bread with jam .

12



C6: Able to

participate in daily

conversations using

appropriate

phrases

Explanation:

The ability to

participate in daily

conversations using

appropriate

phrases.

Teacher asks pupil to read and fill in the

blanks with the correct answers.

Lina : How are you? Danny : ________________________ Lina : Is that a new bag? Danny : ________________________ Lina : It looks beautiful. Danny : _________________________

Pupil reads the sentences and writes the correct

answers.

Lina : How are you? Danny : I am fine . Lina : Is that a new bag? Danny : Yes, it is . Lina : It looks beautiful. Danny : Thank you .

C7: Able to

understand and use

the language at

phrase level in

linear texts.

Explanation:

The ability to use

phrases given to fill

in blanks correctly.

Teacher guides the pupil to fill in the blanks

correctly based on the pictures and given

phrases.

1.

She is _____________.

Pupil writes the correct phrases in the blanks.

1.

She is reading a book.

I am fine

Thank you

Yes, it is

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C8: Able to

understand and use

the language at

phrase level in non-

linear texts.

Explanation:

The ability to

understand and use

the language at

phrase level.

Teacher guides the pupil to write the correct

phrases and write them based on the

pictures given.

1.

small

2.

big

3.

black

Pupil writes the correct phrases based on the

pictures.

1.

two small cars

2.

four big cakes

3.

three black cats

four big cakes three black cats two small cars four big cakes

three black cats

two small cars

14



C9: Able to read

and understand

sentences with

guidance.

Explanation:

The ability to copy

the sentences

correctly.

Teacher guides the pupils to copy the

sentences correctly.

1.

Pupil traces and copies the sentences correctly

based on the pictures.

1.

Ali lives in a big house.

C10: Able to

understand and use

the language at

sentence level in

non-linear texts.

Explanation:

The ability to copy

and write simple

sentences correctly.

Teacher guides the pupil to punctuate and

rewrite the sentences correctly.

Pupil punctuates and rewrites the sentences

correctly.

This is Melissa.

She is a girl.

She lives in Taman Harmoni.

This is melissa.

she is a girl.

She lives in taman harmoni.

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C11: Able to

understand and use

the language at

paragraph level in

linear texts

Explanation:

The ability to use

the language at

paragraph level in

linear texts.

Teacher guides the pupil to read the given

text and answer the questions.

He is Rashid.

He is a doctor.

He works in a hospital.

He is a kind man.

Pupil reads and answers the questions.

He is Rashid.

He is a doctor.

He works in a hospital.

He is a kind man. 1. Who is he? He is Rashid . 2.Where does he work? He works in a hospital . 3.Is he a kind man? Yes, he is a kind man , Yes, he is . Yes .

C12: Able to

construct sentences

with guidance.

Explanation:

The ability to

construct sentences

of not more than 5

words with

guidance.

Teacher guides the pupil to read and

rearrange the word / phrases to form

sentences.

1.

_______________________________.

Pupil reads and rearranges the word / phrases

to form correct sentences.

1.

It is a bird.

It is a bird bird

It is a

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