manual pentadbiran instrumen menulis

1

Manual Instrumen Menulis Saringan 1, 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 1 (BASELINE))

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 – 14

Konstruk

Arahan Guru

Tindakan Murid

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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 membaca.

Cadangan masa 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.

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Cara Mengisi Borang

Pelaporan

Penguasaan Individu

(BPPI)

BPPI boleh diperoleh dalam Manual Am Pentadbiran Instrumen.

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 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 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

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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 2

3

1

3

6 2

3

2

3

7 3

4

3

4

8 2

3

2

3

9 2

3

2

3

10 1

4

3

4

11 2

3

1

3

12 1

3

1

3

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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 2

3

3

3

6 3

3

2

3

7 4

4

4

4

8 3

3

3

3

9 3

3

2

3

10 3

4

3

4

11 2

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

letters correctly.

Example:

A a

Pupil writes the letters correctly.

1.

D d

2.

M m

3.

T t

4.

I i

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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 beginning

sounds of the words based on the pictures

correctly.

Teacher guides by giving an example.

Example:

Pupil writes the letters with the correct sounds in

the given boxes.

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.

1.

n p a

2.

i n t

3.

i t s

Pupil writes the correct words based on the

pictures given.

1.

pan

n p a

2.

tin

i n t

3.

sit

i t s

a

s

t

p

n

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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.

Example:

h a t p

Pupil fills in the boxes with the correct letters to

spell the words based on the pictures.

1.

p i n

2.

a n t

3.

t a p 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

greeting card correctly with the given words.

Pupil reads the greeting card given and fills in

the blanks with the correct words.

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.

Ahmad: What is your name? Siti : ___________________. Ahmad: How old are you? Siti : ___________________. Ahmad: What is your favourite colour? Siti : ___________________.

Pupil reads the sentences and writes the correct

answers.

Ahmad: What is your name?

Siti : My name is Siti. Ahmad: How old are you?

Siti : I am seven years old.

Ahmad: What is your favourite colour?

Siti : I like red.

I like red.

I am seven years old.

My name is Siti.

I like red.

I am seven years old.

My name is Siti.

H a p p y B i r t h d a y

Tina

Dear____________,

Happy_______________

to _________.

From,

Ana

H a p p y B i r t h d a y

Tina

Dear_Tina__,

Happy___Birthday____

to ____you___.

From,

Ana

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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 pupils to read the form and

fill in the blanks correctly with the given

phrases.

My name __________________.

I am ___________________ old.

I live in ____________________.

I like to ____________________.

Pupil reads the form and writes the correct

phrases in the blanks.

My name is Ani .

I am seven yearsold.

I live in a big house.

I like to _eat chicken.

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 read the phrases

and write them based on the pictures given.

1.

2.

3.

Pupil reads the phrases and writes them

correctly based on the pictures.

1.

a big bag

2.

a new dress

3. a long ruler

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C9: Able to read

and understand

sentences with

guidance.

Explanation:

The ability to copy

the sentences

correctly.

Teacher guides the pupils to read and copy

the sentences correctly.

1.

Pupil reads, traces and copies the sentences

correctly based on the pictures.

1. My socks are white.

My socks are white.

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 read and copy

the sentences correctly.

Pupil reads and copies the sentences correctly

in neat legible print.

This is an apple .

It is big.

It is red .

It is big and red .

This is an apple.

It is big.

It is red.

It is big and red.

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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 Aiman.

He likes to sing.

He is a happy boy.

Pupil reads and answers the questions.

1. He is Aiman.

2. He likes to sing.

3.Yes , he is a happy boy.

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 phrases to make sentences.

1.

is Ali My name

_______________________________.

Pupil reads and rearranges the phrases to form

correct sentences.

1.

is Ali My name

My name is Ali .

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