manual pentadbiran instrumen saringan membaca_tahun 2 2014

8/10/2019 Manual Pentadbiran Instrumen Saringan Membaca_tahun 2 2014

1/18

1

Manual Instrumen Membaca

Saringan 2, Tahun 2 (2014)

Hak Cipta Kerajaan Malaysia 2014

KEMENTERIAN PENDIDIKAN MALAYSIA

NKRAPENDIDIKAN

LINUS2.0 (LITERASI BAHASA INGGERIS)

MANUAL

PENTADBIRAN INSTRUMEN

LITERASI MEMBACA

TAHUN 2

2014

(SARINGAN 2)

*Sila rujuk dokumen ini sebelum dan semasa mentadbir instrumen


2/18

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 - 18

Konstruk Arahan Guru

Tindakan Murid


3/18

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.


4/18

4




Cara Mengisi BorangPelaporanPenguasaan Individu(BPPI)

Borang Pelaporan Penguasaan Individu adalah dokumen rasmi dan wajib diisi oleh pentaksir

dengan jelas dan telus. Borang ini mestilah diisi menggunakan dakwat kekal pen). 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 KuasaiBelumKuasai

Menulis KuasaiBelumKuasai

KuasaiBelumKuasai

13

4

34

23

4

3

4

32

3

23

42

3

23

52

3

23

62

3

23

73

4

34

83

4

2

3

93

4

23

103

4

34

112

3

23

122

3

23


5/18

5




Penetapan Murid keProgram LINUS2.0atau Arus Perdana

Penguasaan konstruk dalam kedua-dua literasi membaca dan menulis diambilkira bagimenentukan 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:

KonstrukSaringan 2 Penguasaan Saringan 2

Membaca KuasaiBelumKuasai

Menulis KuasaiBelumKuasai

KuasaiBelumKuasai

13

4

34

23

4

34

32

3

23

41

3

23

5 23

13

62

3

23

73

4

34

83

4

23

93

4

23

101

4

34

111

3

13

121

3

13


6/18

6




Murid yang memasuki Arus Perdana

o Menguasai kesemua konstruk 1 hingga konstruk 12

Contoh:

Konstruk

Saringan 2 Penguasaan Saringan 2

Membaca Kuasai BelumKuasai

Menulis Kuasai BelumKuasai

Kuasai BelumKuasai

13

4

34

23

4

34

32

3

33

42

3

33

52

3

3

3

62

3

23

73

4

44

83

4

33

93

4

23

103

4

34

11

2

3

3

3

122

3

33


7/18

7




PENTADBIRAN INSTRUMEN

TUGASAN

KONSTRUK)

ARAHAN GURU TINDAKAN MURID

C1: Able to identify and

distinguish letters of

the alphabet.

Explanation:

Ability to identify anddistinguish the shapes ofletters.

1. Teacher reads the example given.

2. Teacher asks pupil to read the underlinedletters in the given words.

Example:

l

1. Pupil reads the underlined letters in the

given words

w

r

f

x

Note:

This item carries 4marks.

Pupil needs to get a minimum score of 3out of 4to pass this construct.

lamp

wave

strong

friend

mix


8/18

8




C2: Able to associate

sounds with the letters of

the alphabet.

Explanation:

Ability to say aloud thesounds of the phonemes.

1. Teacher says the sound of the underlinedletter in the example given.

2. Teacher points to underlined letters andpupil says the sounds.

Example:

- - / b /

Pupil says the sounds of the underlinedletters.

- / z /

- / /

- / /

- / /

Note:

This item carries 4 marks.


bag

maze

sing

shine

teeth


9/18

9




C3: Able to blend

phonemes into

recognisable words.

Explanation:

Ability to blend sounds ofphonemes intorecognisable words.

1. Teacher reads the example given.

2. Teacher guides the pupil by pointing tothe 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.

1. shop

2. robot

3. queen

Note:


Pupil needs to get a minimum score of 2out of 3to pass this construct

vense

shop

botro

neequ


10/18

10




C4: Able to segment

words into phonemes.

Explanation:Ability to segment words

into phonemes.

1.Teacher reads the example given andsegments it.

Example:

=

1. Pupil reads and segments the words intophonemes.

1. =

2. =

3. =

Note:



pencil pen cil

basket ketbas

August gustAu

banana nanaba


11/18

11




C5: Able to understand

and use the language at

word level.

Explanation:Ability to understand anduse the language atword level.

1. Teacher points to the picture in the

example given and says the word aloud.

Example:

socks

2. Teacher points to the pictures given andasks 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.

1. cupcake

2. doctor

3. eraser

Note:


Pupil needs to get a minimum score of 2

out of 3 to pass this construct.


12/18

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 describing the

pictures.

1. Pupil reads and chooses the correct

responses.

1. Happy Birthday! =

2. Well done! =

3. Get well soon. =

Note:



out of 3to pass this construct.


13/18

13






phrase level in linear

texts.

Explanation:

Ability to understand anduse the language atphrase level in lineartexts.

1. Teacher asks pupil to read the phrasesand point to the correct picture.

1. Pupil reads the phrases and points to thecorrect pictures.

1. buying vegetables =

2. holding a balloon =

3. sleeping under a table =

4. reading a book =

Note:




14/18

14






phrase level in non-

linear texts.

Explanation:

Ability to understand anduse the language atphrase level in non-lineartexts.

1.Teacher asks pupil to look at the picturegiven.

2.Teacher asks questions based on thepicture and pupil answers them

Questions:

1. Where do you think this is?

2. What is the boy doing?

3. What is the man doing?

4. What is the woman doing?

Note: Teacher can rephrase or simplify the

question where necessary.

1. Pupil looks at the picture given.

2. Pupil answers the questions.

Answers:

1. in the garden

2. sweeping the leaves

3. watering the plants

4. planting some flowers

Note:




15/18

15




C9: Able to read and

understand sentences.

Explanation:

Ability to read aloudsentences withguidance.

1.Teacher asks the pupil to read theparagraph 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 of4 to pass this

construct.

Azmi visits his grandparents inJohor. He swims in the river. Heeats a lot of fruits. Azmi loves hisgrandparents very much.


16/18

16






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.

1.

2.

3.

4.

Note:




Nita likes dancing.

Halim plays football in

the school field.

Kumar catches a fish.

Mr. Chong drives to work every day.


17/18

17






paragraph level in linear

texts.

Explanation:

Ability to read and

understand sentences in

a paragraph.

1.Teacher asks pupil to look at the picturegiven.

2.Teacher asks pupil to read the paragraph

and then answer the questions below.

3. Teacher chooses only threequestions to

ask the students.

Questions:

1. Who is Miss Yuna?

2. What does she teach?

3. Where does she live?

4. How does she go to school?

1. Pupil looks at the picture given and reads

the paragraph aloud.

2. Pupil answers the questions.

Answers:

1. Teacher / A teacher / Miss Yuna is ateacher / English teacher

2. English / She teaches English.

3. Kuala Lumpur / She lives in Kuala Lumpur

/ KL

4. car / drives / she drives to school / in a

car

Note:




Miss Yuna is a teacher. She teaches

English in my school. She lives in

Kuala Lumpur. She drives to school

every day. We love Miss Yuna very

much.


18/18

18




C12: Able to construct

sentences with

guidance.

Explanation:

Ability to string wordsgiven into sentences andread them aloud.

1. Teacher asks pupil to make sentenceswith the given phrases.

2. Teacher asks pupil to read the sentencesaloud.

1. Pupil looks at the pictures given andmakes sentences.

2. Pupil reads the sentences aloud.

Answers:1. A doctor works in a hospital.

2. A baker works in a bakery.

3. A fishmonger works in a market.

Note:



manual pentadbiran instrumen saringan membaca_tahun 2 2014

Documents