manual pentadlbiran instrumen membaca

1

Manual Instrumen Membaca 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 MEMBACA

TAHUN 1

2013

(SARINGAN 2)

2



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

3



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.

4



Cara Mengisi Borang

Pelaporan

Penguasaan 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:

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

5



Penetapan Murid ke

Program LINUS atau

Arus Perdana

Penguasaan konstruk dalam kedua-dua literasi membaca dan menulis diambilkira 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

6



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

7



PENTADBIRAN INSTRUMEN

TUGASAN

(KONSTRUK) ARAHAN GURU TINDAKAN MURID

C1: Able to identify and

distinguish letters of

the alphabet.

Explanation:

The ability to identify

and distinguish the

shapes of letters.

Teacher guides the pupil by reading the

example given.

1.

Pupil reads the given letters.

1.

C2: Able to associate

sounds with the letters

of the alphabet.

Explanation:

The ability to say aloud

the sounds of the

phonemes.

Teacher points to the alphabet and

prompts the pupil to say the sounds of the

phonemes aloud, using the example

given.

1.

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

h j

w q

2.

3. 4.

h j

2.

w 3.

q 4.

g o 2.

ck 3.

r 4.

g 1.

ck 3.

o 2.

4. r

4.

8



C3: Able to blend

phonemes into

recognizable words.

Explanation:

The ability to blend

sounds of phonemes

into recognisable

words.

Teacher points to the alphabet and pupil

says the sounds of the phonemes aloud.

1.

2.

3.

Pupil blends the phonemes and says the

words aloud.

Pupil should be allowed to say the whole

word aloud without spelling it.

1.

2. 3.

C4: Able to segment

words into phonemes.

Explanation:

The ability to segment

words into phonemes.

Teacher shows the words to the pupil.

1. net 2. rug 3. jog

Pupil says the words then sounds the

given phonemes. 1. net /n/ // /t/

2. rug /r/ // /g/ 3. jog // // /g/

d o g

b u n

s a ck

d o g

b u n

s a ck

9



C5: Able to understand

and use the language

at word level.

Explanation:

The ability to

understand and use the

language at word level.

Teacher shows the pictures.

1.

2.

3.

Pupil points to the correct words. Pupil

reads them aloud.

1.

2.

3.

jug mug dig

dog pot cot

sack socks kick

jug mug dig

cot pot dog

sack kick socks

10



C6: Able to participate

in daily conversations

using appropriate

phrases.

Explanation:

Ability to participate in

daily conversations

using appropriate

phrases.

Teacher asks pupil to read and choose

the correct responses.

1.

2.

3.

Pupil reads and points to the correct

responses.

1.

2.

3.

What is your

name?

Happy

birthday.

Hi, I am

Rani.

What is your

name?

Happy

birthday.

Hi, I am

Rani.

My name is

Sarah.

Hi, I am

Lim.

Thank you.

My name is

Sarah.

Hi, I am

Lim.

Thank you.

11





at phrase level in linear

texts.

Explanation:

The ability to


language at phrase

level in linear texts.

Teacher shows the pictures and phrases.

Teacher may guide the pupil to read the

phrases.

1. two big bears

.

Pupil reads the phrases and points to the

correct pictures.

1. two big bears

.

12





at phrase level in non-

linear texts.

Explanation:

The ability to


language at phrase

level 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 and

reads 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 and

understand sentences.

Explanation:

The ability to read

aloud sentences with

guidance.

Teacher may guide the pupil to read the

entire paragraph aloud and prompt

when necessary.

*Not more than three mispronounced

words in the paragraph can be

accepted and full marks should be

awarded.

Pupil reads the paragraph aloud.

Amin is hungry. He looks for food. He

sees an apple. He is happy.

Ben is hungry. He looks for food. He

sees a jar of cookies. He is happy

Amin is hungry. He looks for food. He

sees an apple. He is happy.

13



C10: Able to


language at sentence

level in non-linear texts.

Explanation:

The ability to read

sentences and point to

the correct pictures

that describes them

correctly.

Teacher asks the pupil to read each

sentence aloud and then point to the

correct picture.

My sister takes the bus.

Amir cycles to school.

Kumar rides in the car.

My brother walks home.

The pupil reads each sentence and

points to the correct pictures.

My sister takes the bus.

Amir cycles to school.

Kumar rides in the car.

My brother walks home.

14



C11: Able to


language at paragraph

level in linear texts.

Explanation:

The ability to read and

understand sentences

in a paragraph.

Teacher guides the pupil to read aloud

the paragraph, prompting where

necessary.

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 answers

the 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.


15



C12: Able to construct

sentences with

guidance.

Explanation:

The ability to string

words given into

sentences and read

them aloud.

Teacher may guide the pupil by pointing

to 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 the

substitution 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.

manual pentadlbiran instrumen membaca

Documents