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1.

REPORT ON THE CANDIDATES PERFORMANCE BASED ON CONSTRUCT


(STRENGTHS, WEAKNESSES AND ERRORS)
1.1

Give appropriate responses / Converse on a topic effectively:


a) Strengths
Students in group are assigned to hold a mini forum on an issue
given earlier for their third ULBS. Most students are not well
prepared so they are not able to give appropriate response. Some
weak students show encouraging effort and try their best to
deliver their points although they are not that fluent. Some
members of the floor (students) give good support by posting
questions and expressing their own views on the issue discussed.
b) Weaknesses
There are students who are not prepared for this task. There are
also cases of students who do not turn up for their ULBS.
c) Errors
Some groups get off-tracked on the issue discussed during ULBS.

1.2

Speak fluently using correct and acceptable pronunciation


a) Strengths
Good students have few difficulties in delivering their points and
view during the forum. Audiences are able to understand and
follow what is being discussed.
b) Weaknesses
The weakest students tend to memories their script. Some even
refer to the texts in their hands. In order for them to carry out
their ULBS successfully as they thought, the students decided to
read their text when they forgot their script.
c) Errors
Weak students tend to pronounce words according to the Malay
syllables.

1.3

Speak coherently
a) Strengths
Students are able to deliver their points and view during the
forum. Audiences are able to follow and understand what is being
discussed and participate in the discussion well.
b) Weaknesses
The weakest students tend to memories their script. Some even
refer to the texts in their hands. In order for them to carry out

their ULBS successfully as they thought, the students decided to


read their text when they forgot their script.
c) Errors
Some students especially the weakest are lack coherency and
therefore affects the flow of their delivery.
1.4

Speak the language using a wide range of appropriate vocabulary


within context
a) Strengths
Good students are able to communicate well as they are able to
speak the language using sentences of complex structure.
b) Weaknesses
Weak students only use simple sentences. They are not able to use
more complex sentences and although they try their best to do so,
they often get stuck in the middle.
c) Errors
Simple introduction:
e.g. Good morning to English teacher. Today we want to represent
our
topic
Ideas presentation:
e.g. How about you? Are you agree students do part time job?
Hasty ending:
e.g. Thats all about our discussion. Thank you.

1.5

Speak using correct grammar


a) Strengths
Students experience little problems as they can speak the
language using grammatically correct sentences especially good
students.
b) Weaknesses
Weak students use very simple sentences but they still make a lot
of grammar errors which affected the flow of the discussion.
c) Errors
Basic grammar errors:
a) Subject-verb agreement errors
- How does you know about the matter?
- They must does what is instructed.
b) Tense errors
- Last month I go Labuan with my family.

2. CANDIDATES OVERALL PERFORMANCES BASED ON SCORE


LEVEL

SCORE

CANDIDATES

PERCENTAGE

EXCELLENT

26 30

1.7%

GOOD

21 25

25

13.8%

SATISFACTORY

16 20

63

34.5%

WEAK

11 15

52

28.7%

VERY WEAK

5 10

38

21%

TOTAL

181

COMMENTS AND SUGGESTIONS


3. COMMENTS ABOUT THE INSTRUMENTS / MODELS
3.1
Model used by the candidates
Model 3 Group
3.2

Suitability of models
Suitable for assessing students speaking skills.

4. SUGGESTIONS TO CANDIDATES
For a smooth ULBS group presentation, students should:
- Prepare themselves for the ULBS to make sure they are able
to complete the assessment as scheduled.
- Study on the topics given properly and look up for extra
sources and references.
- Practice and work in group and make amendments where
necessary.
- Ask for better opinions and suggestions from the teacher by
showing drafts of discussion.

5. SUGGESTIONS TO TEACHERS
Teachers should clearly brief the students to ensure that they understand
their task well. Hand-outs or previous samples of work to further aid the
students understanding can be used, provided that they are relevant to the
task.
6. ISSUES AND SUGGESTIONS FOR ULBS
Conduct courses for teachers / assessors A course on how to conduct a
proper ULBS assessment should come handy for Form 4 and Form 5 teachers.

The course should emphasise on the aspects of correct use of scoring


criteria and how to award the correct score to the candidates.