PEPERIKSAAN BERSAMA SPM BAHASA INGGERIS 2008 MARK SCHEME (PAPER 1) QUESTION 1 : DIRECTED WRITING Format: F1 Title 1 mark Content Points: C1 avoid deserted places 1 mark E1 elaboration of C1 1mark C2 avoid talking to strangers 1 mark E2 elaboration of C2 1 mark C3 avoid walking alone 1 mark E3 elaboration of C3 1 mark C4 always inform others of your whereabouts 1 mark E4 elaboration of C4 1 mark C5 always refuse offers from strangers 1 mark E5 elaboration of C5 1 mark C6 always memorize important telephone numbers 1 mark E6 elaboration of C6 1 mark C7 student’s own point 1 mark E7 elaboration of C7 1 mark Allocation of marks: Content (C) Format 1 mark Points 7 marks Elaborations of points 7 marks --------- Total 15 marks

OVERALL MARKS FOR DIRECTED WRITING CONTENT (C) : 15 marks LANGUAGE (L) : 20 marks (refer to criteria for Language) TOTAL : 35 MARKS

BAND SCALE FOR LANGUAGE (Directed Writing)

Mark range

Description of criteria

A

(19 -20)

The language is accurate apart from occasional first draft slips. Sentence structure is varied and shows that the candidate is able to use

sentence length and type to achieve an intended effect. Vocabulary shows some sophistication and is used with precision. Punctuation is accurate and helpful to the reader. Spelling is accurate across the full range of vocabulary used. Paragraphs have unity and appropriately linked. The style is formal, informative and concise. The tone is polite and courteous.

B

(16 -18)

The language is almost always accurate but there may be more minor or first draft slips.

Errors may also arise from more ambitious structure which are imperfectly understood.

Sentences show some variation, length and type, including the confidents use of complex sentences.

Punctuation is almost always accurate and generally helpful to the reader.

Vocabulary is wide enough to convey intended shades of meaning with some precision.

Spelling is nearly always accurate. It is written in paragraphs and shows some unity and is usually linked

appropriately. The style is formal and avoids digression. The tone is polite enough and generally appropriate and informative.

C

(13 -15)

The language is largely accurate to communicate meaning clearly to the reader.

Simple structures are used without error; mistakes may occur when more sophisticated structures are attempted.

Vocabulary is adequate to convey intended meaning although it may not be sufficiently developed to achieve precision.

Sentences show some variety of length and structure although there is a tendency to repeat some sentence types, giving it a monotonous effect

Punctuation is generally accurate although errors occur in more complex uses.

It is written in paragraphs which show some unity, although links may be absent or inappropriate.

The style shows some understanding of the need to be formal. There may be occasional lapses in the tone but an attempt to be polite

and informative is evident.

D

(10 -12)

The language is sufficiently accurate. There will be patches of clarity particularly when simple structures are

used. Mistakes will occur when more complex sentences are attempted. There may be some variety of sentence length and type but this may not

be successful in enhancing meaning or arousing interest. Vocabulary is adequate but lacks precision. Simple words are spelt correctly, but errors may occur when unfamiliar

words are used. Punctuation is generally correct but does not enhance or clarify

meaning. Sentence separation errors may occur. It is written in paragraphs which may show some unity in topic. The style shows an attempt has been made to achieve formality but this

may not be sustained. The tone is not always appropriate although it is evident that the

candidate has some understanding of what is required.

E

(7 – 9)

Meaning is never in doubt but single word errors sufficiently frequent and serious to hamper precision and speed of reading.

Some simple structures will be accurate but accuracy is not sustained for long.

Vocabulary is limited and either too simple to convey precise meaning or are imperfectly understood.

Simple words will usually be spelt accurately but mistakes will occur when more difficult words are used.

It will have paragraphs but these lack unity and links are incorrectly used or it may not be paragraphed at all.

There may be errors of sentence separation and punctuation. The style may failed to achieve the requirement of this task. The tone may be inappropriate for a piece of writing.

Ui

(4 – 6)

Meaning is usually fairly clear. The reader feels that the correction of “ single word” errors may

produce a piece of fairly accurate English but the incidence of errors is high and will definitely impede the reading.

A few simple structures are used accurately. Vocabulary may not extend beyond a simple range of words that are

inadequate to express intended shades of meaning. Punctuation will sometimes be used correctly but sentence separation

errors may occur. Paragraphs may not be used, or if used, show a lack of planning There may be frequent spelling errors. The style may not be accurate or if it is, may not show understanding of

detailed requirements of the task. The tone is inappropriate.

Uii

(2 – 3)

Some sense will usually be decipherable but some of the errors will be multiple, requiring the reader to re-read and re-organise before meaning becomes clear.

Whole sections will make little or no sense. There are unlikely to be more than one or two accurate sentences. The content is comprehensible but its tone and style are hidden by the

density of errors.

Uiii

(0-1)

Scripts in this category are almost entirely impossible to recognize as pieces of English.

Whole sections may make no sense at all or are copied from the task Award ‘1’ mark if some sense can be obtained. The mark ‘0’ should only be awarded if it makes no sense at all from

beginning to end.

Question 2 SECTION B: CONTINUOUS WRITING MARKING METHOD

1. Each composition should be read slowly and carefully. 2. Underline all errors and place ticks (√) to indicate good use of the language or

structures. 3. Assign the script to one of the levels of performance described. If the script meets

all or nearly all the criteria given in the description, it should be placed at the top of the marking range for that level. On the other hand, a script that fits the description but is less complete in its coverage of the criteria should be placed at the bottom end of the mark range for the particular level.

CRITERIA FOR MARKING LANGUAGE

MARK RANGE

DESCRIPTION OF CRITERIA

A

44 - 50

(Excellent)

Language is entirely accurate. Sentence structures vary in length and type for intended purpose. Vocabulary is sophisticated and is used with precision. Spelling is accurate throughout. Punctuation is accurate and helpful. Paragraphs are appropriately linked. The topic is addressed with relevance and interest of reader is

aroused and sustained throughout the writing.

B

38 – 43

(Good)

Language is almost always accurate. Sentence structures show some variation. Vocabulary is wide enough to show intended shades of meaning

with precision. Spelling is nearly always accurate. Punctuation is almost always accurate and generally helpful. Paragraphs show some unity and are appropriately linked. The piece of writing is relevant to the topic and is interesting.

C

32 -37

(Competent)

Language is largely accurate. Able to communicate meaning clearly. Correct use of simple structures but makes mistakes in more

sophisticated structures. Vocabulary is adequate to convey intended meaning but sometimes

not precise Sentences show some variety in length and type. Tendency to repeat some sentence types. A bit monotonous. Punctuation is generally accurate. Paragraphs show some unity but links may be absent or

inappropriate. Some interest is aroused but not sustained.

D

26 – 31

(Modest)

Language is sufficiently accurate to communicate meaning. There are patches of clarity especially when using simple

structures. Some variety of sentence length and type but purpose is not clear. Vocabulary is adequate but not precise. Punctuation is generally correct but does not clarify meaning. Paragraphs show lack of planning. More spelling errors. The topic is addressed with some relevance.

E

20 – 25

(Fair)

Meaning never in doubt. Many serious errors and this affects the speed of reading. Accuracy cannot be sustained for long. Vocabulary is limited. Paragraphs lack unity and links are incorrectly used. Sentence separation errors. Partial treatment of the topic is given.

U (i)

14 – 19

(Poor)

Meaning is fairly clear and becomes blurring at times. High incidence of errors impedes reading. Very few accurate sentences. Sentences are simple and very often repetitive. Punctuation is only sometimes accurate. Paragraphs lack unity. Frequent errors may cause blurring. However, communication is established.

U (ii)

8 – 13

(Very poor)

Can get some sense from the script. Errors are many and are multiple word errors. Content may be comprehensible but high incidence of linguistic

errors makes meaning become blurred. Only one or two accurate simple sentences. Far short of the required number of words.

U (iii)

0 – 7

(Not English)

Almost entirely impossible to recognize as pieces of English. Award one mark if a little sense can be obtained. The mark of ‘0’ should only be given if the script makes no sense at

all from beginning to end. Not English = ‘0’ mark

ANSWER SCHEME (BAHASA INGGERIS KERTAS 2) SECTION A 1. C 2. C 3. B 4. B 5. D 6. D 7. D 8. C 9. B 10. B 11. B 12. C 13. B 14. D 15. B SECTION B 16. LET’S ENJOY THE FIESTA 17. Ministry of Tourism Malaysia 18. Perlis State Government 19. 3 September 2008/ 3rd September 2008 20. 8.00 pm 21. Stadium Complex , (Kangar, Perlis) 22. Nishah Omar/ Menario/ Danny Khoo 23. Nishah Omar/ Menario/ Danny Khoo 24. Ice-cream eating/Fruit juice drinking/ Fruits carving/Cooking 25. Mango/ durian/ mango and/or durian (QUESTIONS 16 – 20 – ACCEPT UPPER OR LOWER CASES)

SECTION C

26 (a) An elephant/ The elephant/ elephant/ She saw an elephant.

(b) (choose one)

- Lek could run up the elephant’s trunk. - Lek could perch on the elephant’s head. (Lifting is allowed: lines 9-10)

27 (a) (choose one)

- Because the Thai law considers them as livestock rather than as wild animals. (lifting allowed: lines 20-21) - Because they were not covered under Thailand’s rules (and owners could do what they wished with the elephants). (Accept lifting: lines 21-23, beginning with ‘they were not…. with them’.

(b) (choose one)

- Because she was shocked to see the elephants being whipped, beaten, and abused. - She felt sorry for the elephants being whipped, beaten, and abused. - She saw them whipped, beaten, and abused. (Accept lifting: line 27)

28 (a) ‘to take matters in her own hands’ / ‘take matters in her own hands’

(b) (choose one)

- so that the elephants could roam free. - so that the elephants will be safe. - so that the elephants will be secure. (Lifting allowed : lines 39-40) 29 (choose any two)

She sold her house. She sold her car. She sold everything she owned. She used the profits from her travel agency (for the upkeep of the elephant conservation). (lifting is allowed: lines 42-44) 30 Accept any relevant answer. (lifting is not allowed)

31 Summary points ( 1 mark for each content point – maximum of 10 marks)

1 subjected to a training ritual/

confined in cages, poked with wooden spikes, and beaten (must have all the

three abuses)

2 They were prodded with a sharpened steel hook

3 whipping (if they were rebellious)

4 (Many of) the working elephants had heavy harnesses around their necks,

5 and were scarred (where they had been rubbed raw by the hauling chains).

6 Lek learned to use the media and conservation organizations to draw attention

to the plight of Thai elephants.

7 She decided that the elephants needed a place to roam free (,safe and secure).

8 She was given permission to use the government forest area (temporarily).

9 (To get the project started), she sold her house,

10 her car,

11 and virtually everything she owned.

12 She used the profits from her travel agency to pay for the upkeep pf the

elephant conservation.

13 She opened the (non-profit) Elephant Nature Park (with the help from

elephant enthusiasts and wildlife charities).

Marks for Summary:

1 Content Points: 10 marks

2 Language: 5 marks (refer to summary mark scheme)

-------------

Total: 15 marks

-------------

Mark band for Language (Summary) Marks Paraphrasing Marks Use of English 5 • A sustained attempt is made to

rephrase the text language • Expression is secure • Allow phrases from the text which

are difficult to substitute

5 • Occasional slips but language is accurate

• Any occasional errors are slips or minor errors

• Sentence structure is varied • Ability to use complex syntax

outside text structure • Punctuation is accurate and helpful • Spelling is secure across full range

of vocabulary used

4 • There is noticeable attempt to rephrase text

• The summary is free from stretches of concentrated lifting

• Expression is largely secure

4 • Language is almost always accurate • Minor errors are isolated and almost

noticeable • Some variation in sentence

structures • Punctuation is accurate and

generally helpful • Spelling is nearly always secure • Errors may occur in the use of

ambitious vocabulary

3 • Limited attempt is made to rephrase the text

• Expression is not always secure

3 • The language is largely accurate with some instances of serious errors

• Very little variation in sentence structures

• Spelling is not always secure especially with difficult words

2 • Wholesale copying of the text

material • Attempts to substitute language at a

single word level • Irrelevant sections of the text will be

more frequent

2 • Meaning is not in doubt but serious errors are becoming more frequent

• Simple structures will be accurate but not sustained for long

• Simple punctuation is correct but there are occasional errors of sentence separation

• Spellings of simple words may be correct

• Irrelevant or distorted details will destroy the sequence in some places

1 • More or less a complete transcript of

the text • Originality is barely noticeable • Random lifting of irrelevant sections

of the text

1 • Heavy frequency of serious errors which impede reading

• Fractured syntax is more pronounced • Punctuation falters • Frequent sentence separation errors

SECTION D

Answer Scheme

Poem 32. If (a) (i) One should not be afraid to take risks [1 mark]

(ii) When we take the risks in doing something we should never regret our decisions or actions.

[1 mark] (b) Hold on [1 mark] (c) One should not be afraid to work hard when one is young [2 marks]

Short Story

33. The Sound Machine

(a) The box that Klausner was working on/ the Sound Machine [1 mark] (b) At the wooden shed behind Klausner’s house. (at Klausner’s house is not acceptable) [1 mark]

(c) He was afraid that people may not understand his experimental invention or any other answer to that effect.

[1 mark]

(c) (Any answer that address the question based on the story specifically) Example: No, he was too carried away by his experiment or, Yes because it was ridiculous to ask the doctor to stitch up a tree.

[2 marks]

Question 34 For this question, marks are awarded as follows: CONTENT : 10 marks LANGUAGE : 5 marks ------------- TOTAL : 15 marks ------------- When marking for CONTENT in Question 34, you will arrive at the correct mark by referring to the band descriptors and deciding which band best fits the marks to be awarded.

MARK BAND FOR CONTENT

SCORE BAND DESCRIPTORS 9-10 A response that falls into this category contains a majority of the following

characteristics: • Response is relevant to the task specified • Explanation given is supported with evidence from the text • Main and supporting ideas are relevant to the task specified • Ideas presented are clear, well-organised and easily understood

7-8 A response that falls into this category contains a majority of the following characteristics:

• Response is relevant to the task specified • Explanation given is usually supported with evidence from the text • Main and supporting ideas are mostly relevant to the task specified

5-6 A response that falls into this category contains a majority of the following

characteristics: • Response is intermittently relevant to the task specified • Explanation given is usually supported with little evidence from the text • Writing contains some ideas that are relevant to the task specified • Ideas presented are generally clear, can be understood but lack organization • Intermittently relevant means at times relevant, at times not

3-4 A response that falls into this category contains a majority of the following

characteristics: • Response is barely relevant to the task specified • Explanation given is unlikely to have textual support • Writing contains ideas that are hardly relevant to the task • Ideas presented may be difficult to understand

1-2 • Has no understanding of the requirements of the task

• No explanation given • Writes in a disorganized way – no coherence • Ideas are irrelevant to the task

0 • Response provided in language other than English or no response. • Response has nothing to do with the novel

When marking for LANGUAGE in Question 34, you will arrive at the correct mark by referring to the band descriptors and deciding which band best fits the marks to be awarded.

MARK BAND FOR LANGUAGE

MARKS USE OF LANGUAGE 5 • Apart from very occasional slips, the language is accurate

• Any occasional errors are either first draft slips or minor errors • Sentence structure is varied • Punctuation is accurate and helpful to the readers • Spelling is secure across the full range of vocabulary used

4 • The language is almost always accurate • Sentences will show some variation • Punctuation is accurate and generally helpful • Spelling is nearly always secure

3 • The language is largely accurate • Simple structures tend to dominate • Serious errors are not frequent, although they are noticeable • Serious errors may occur when more sophisticated structures are

attempted • Punctuation is largely accurate • Spelling as almost secure

2 • Meaning is not in doubt, but serious errors are becoming more frequent • Simple structures will be accurate, although this accuracy is not sustained

for long • Simple punctuation will usually be correct, with occasional errors of

sentence separation • Spelling is largely accurate, but mistakes will occur in handling the more

difficult words

1 • Heavy frequency of serious errors, impeding the reading in many places • Fractured syntax is much more pronounced at this level and punctuation

falters • Errors of sentence separation are liable to be frequent