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PANDUAN PENGGUNAAN TEMPLAT

PENTAKSIRAN BILIK DARJAH (PBD) BAHASA INGGERIS

PENGENALAN
Pentaksiran Bilik Darjah (PBD) adalah sebahagian daripada komponen dalam Pentaksiran Berasaskan Sekolah (PBS).
Pelaksanaannya telah bermula sejak tahun 2011 berdasarkan Surat Siaran Lembaga Peperiksaan Bil. 3 Tahun 2011.
PBD sebelum ini dikenali sebagai Pentaksiran Sekolah (PS) di mana ia dilaksanaan secara formatif dan sumatif dengan
pelbagai pendekatan serta kaedah bagi mengenal pasti perkembangan pembelajaran murid secara keseluruhan.

A MAKLUMAT AM
Templat Pelaporan PBD ini mengandungi 5 halaman (sheet) :
1. PANDUAN
2. REKOD PRESTASI MURID
3. LAPORAN MURID (INDIVIDU)
4. DATA PERNYATAAN TAHAP PENGUASAAN
5. GRAF PELAPORAN

B PENGGUNAAN TEMPLAT
Guru hendaklah melengkapkan maklumat asas pada templat ini di halaman REKOD PRESTASI MURID.
Maklumat yang perlu dilengkapkan adalah:
1. Nama dan Alamat Sekolah
2. Nama Guru dan Nama Kelas
3. Senarai Nama Murid, Nombor Kad Pengenalan dan Jantina
4. Nama Pentadbir
5. Jawatan Pentadbir (Guru Besar/ Pengetua)

C TAHAP PENGUASAAN
Tahap Penguasaan murid bagi setiap komponen dalam templat ini direkodkan untuk tujuan pelaporan
perkembangan pembelajaran murid bagi sesuatu tempoh tertentu (Pertengahan / Akhir Tahun). Guru hanya
perlu merekodkan Tahap Penguasaan ini di halaman REKOD PRESTASI MURID sahaja dan seterusnya pelaporan
individu murid akan dijana secara automatik di halaman LAPORAN MURID (INDIVIDU) untuk cetakan. Tahap
Penguasaan (TP) bagi tujuan analisis kelas dijana secara automatik di halaman GRAF PELAPORAN.

D PENENTUAN TAHAP PENGUASAAN


1 Pentaksiran perlu dilakukan sepanjang masa dan tahap penguasaan murid dipantau secara berterusan. Tahap
penguasaan ini boleh dicatat dalam buku rekod, atau lain-lain tempat catatan; tetapi untuk tujuan pelaporan
kepada ibu bapa, ia boleh direkod pada templat yang dibekalkan ini dan dilaporkan dua kali setahun iaitu pada
pertengahan tahun dan akhir tahun.
2 Templat pelaporan ini terdiri daripada 4 lajur yang dibina berdasarkan konstruk kemahiran.
3 Guru hendaklah memilih opsyen di sebelah kanan bahagian atas halaman Rekod Prestasi Murid untuk
membuat pelaporan di dalam templat ini.
4 Pelaporan bagi kemahiran yang berkaitan akan dilakukan pada pertengahan tahun dan akhir tahun.
5 Tahap Penguasaan diberikan berdasarkan setiap rubrik mengikut konstruk kemahiran tersebut seperti di
halaman Data Peryataan Tahap Penguasaan.
SEKOLAH : SK SELAT BAGAN NYIOR

ALAMAT : PULAU DAYANG BUNTING

: 07000 LANGKAWI, KEDAH

TARIKH PELAPORAN :
Sila tentukan peringkat pentaksiran
MATA PELAJARAN NAMA GURU MATA PELAJARAN: EN. ZURAIDY BIN MD IDRIS Pentaksiran Pertengahan Tahun
BAHASA INGGERIS KELAS: TAHUN 1 JUJUR Pentaksiran Akhir tahun

TAHAP PENGUASAAN BAGI SETIAP BIDANG


NO. MY KID / NO. TAHAP PENGUASAAN
BIL. NAMA MURID JANTINA
KAD PENGENALAN MENDENGAR BERTUTUR MEMBACA MENULIS KESELURUHAN
(LISTENING) (SPEAKING) (READING) (WRITING)
1 NURUL IZZAH BINTI AZHAR 120121020558 P 2 2 2 2 2
2 AIN NUR SOLEHAH BINTI ZURAIDY 120307020580 P 2 2 2 2 2
3 MIA SARA NASUHA BINTI ABDUL RAHMAN 120407080708 P 2 2 2 2 2
4 AIDIL SHAZWAN BIN WAHID 120406020105 L 2 2 2 2 2
5 KASEH QALISYA NATALIA BINTI HASRUL 120912020108 P 2 2 2 2 2
6 MUHAMMAD AKIF RIRAS BIN MOHD KHAIRUL ANUA 120114020285 L 2 2 2 2 2
7 QURRATUL NUR ZULAIQA BINTI NORAZZAN 12091105002 P 2 2 2 2 2
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50

52
53
54

…………………………………………………
NO. MY KID / NO. TAHAP PENGUASAAN
BIL. NAMA MURID JANTINA
KAD PENGENALAN MENDENGAR BERTUTUR MEMBACA MENULIS KESELURUHAN
(LISTENING) (SPEAKING) (READING) (WRITING)
PN.FATIMAH BT KASSIM
GURU BESAR
SK SELAT BAGAN NYIOR
SK SELAT BAGAN NYIOR
PULAU DAYANG BUNTING LOGO
07000 LANGKAWI, KEDAH SEKOLAH
30 December, 1899 NOTA : JANGAN PADAM

BAHASA INGGERIS ###


###
Nama Murid NURUL IZZAH BINTI AZHAR ###
No. MY KID 120121020558 ###
Jantina P ###
Kelas TAHUN 1 JUJUR ###
Nama Guru EN. ZURAIDY BIN MD IDRIS ###
Tarikh Pelaporan 30 December, 1899 ###
###

Tahap Penguasaan Keseluruhan ###


PENTAKSIRAN PERTENGAHAN TAHUN
BAHASA INGGERIS
###

Berikut adalah pernyataan bagi


Tahap Penguasaan Keseluruhan hanya dilaporkan pada pentaksiran akhir tahun sahaja
Tahap Penguasaan keseluruhan
###
###

TAHAP
MATA PELAJARAN KEMAHIRAN TAFSIRAN
PENGUASAAN

###

• Recognises and reproduces some limited target language phonemes with a lot of support from the teacher.
MENDENGAR
2 • Understands a few very simple questions, instructions and main ideas of the texts with a lot of support from the
(LISTENING)
teacher.

###

• Produces a few meaningful words and fixed phrases with a lot of support from the teacher.
BERTUTUR
2 • Asks and answers a few straightforward questions using one word or a fixed phrase with a lot of support from the
(SPEAKING)
teacher.
BAHASA ###
INGGERIS

• Identifies and recognises most shapes of the letters in the alphabet with a lot of support from the teacher.
MEMBACA (READING) 2 • Blends and segments a few phonemes (CVC, CCVC) with a lot of support from the teacher.
• Hardly understands main ideas of very simple phrases and sentences after repeated readings.
###

• Displays early writing skills to form letters as demonstrated by the teacher with some legibility.
MENULIS (WRITING) 2 • Uses fixed phrases to communicate with appropriate language form and style with a lot of support from the
teacher.
###
###
###

ULASAN TAMBAHAN ###


(Jika ada) :
###
###
###
###
###
###
###
………………………………………………………………………… ………………………………………………………………………… ###
EN. ZURAIDY BIN MD IDRIS PN.FATIMAH BT KASSIM ###
GURU MATA PELAJARAN GURU BESAR ###
SK SELAT BAGAN NYIOR SK SELAT BAGAN NYIOR ###
###
DATA PERNYATAAN STANDARD PRESTASI

TAHAP
MENDENGAR (LISTENING)
PENGUASAAN
• Hardly recognises and reproduces limited target language phonemes.
1 • Hardly understands very simple questions, instructions and main ideas of the texts even with a lot of support from
the teacher.
• Recognises and reproduces some limited target language phonemes with a lot of support from the teacher.
2 • Understands a few very simple questions, instructions and main ideas of the texts with a lot of support from the
teacher.

• Recognises and reproduces limited target language phonemes with support from the teacher.
• Understands very simple questions, instructions, main ideas and supporting details of the texts with support from
3
the teacher.
• Predicts words using knowledge of a topic with support from the teacher.
• Recognises and reproduces limited target language phonemes with minimal support from the teacher.
• Understands very simple questions, instructions, main ideas and supporting details of the texts with minimal
4 support from the teacher.
• Predicts words using knowledge of a topic.

• Recognises and reproduces target language phonemes appropriately.


5 • Understands simple questions, instructions, main ideas and supporting details of the texts without hesitation.
• Displays increasing confidence and self-reliance in predicting words using knowledge of a topic.

• Recognises and reproduces target language phonemes appropriately and independently.


• Understands simple questions, instructions, main ideas and supporting details of the texts promptly and
6 independently.
• Predicts words using knowledge of a topic confidently and independently.

TAHAP
BERTUTUR (SPEAKING)
PENGUASAAN
• Hardly produces meaningful words and fixed phrases even with a lot of support from the teacher.
1 • Hardly asks and answers straightforward questions using one word or a fixed phrase even with a lot of support
from the teacher.
• Produces a few meaningful words and fixed phrases with a lot of support from the teacher.
2 • Asks and answers a few straightforward questions using one word or a fixed phrase with a lot of support from the
teacher.
• Produces and comprehends words and fixed phrases on very familiar topics with some support from the teacher.
• Asks and answers straightforward questions using one word or a fixed phrase with some support from the
teacher.
3 • Introduces self, describes objects and participates in simple interactions on familiar topics using fixed phrases.

• Produces and comprehends words and fixed phrases on very familiar topics with minimal support from the
teacher.
• Asks and answers straightforward questions using one word or a fixed phrase with minimal support from the
4 teacher.
• Expresses self, describes objects and participates in simple conversations on familiar topics using fixed phrases.

• Produces and comprehends words and fixed phrases on very familiar topics confidently.
• Asks and answers straightforward questions using one word or a fixed phrase with increasing confidence and
5 self-reliance.
• Expresses self, describes objects and participates in conversations on familiar topics using fixed phrases with an
increasing display of confidence.
• Produces and comprehends words and fixed phrases on very familiar topics confidently and independently.
• Asks and answers straightforward questions using fixed phrases with ease and great confidence.
• Initiates, expresses self, describes objects and participates in conversations on familiar topics using fixed phrases
6 independently.
• Displays exemplary model of language use to others.

TAHAP
MEMBACA (READING)
PENGUASAAN
• Hardly identifies and recognises shapes of the letters in the alphabet even with a lot of support from the teacher.
1 • Hardly blends and segments phonemes (CVC, CCVC) even with a lot of support from the teacher.

• Identifies and recognises most shapes of the letters in the alphabet with a lot of support from the teacher.
2 • Blends and segments a few phonemes (CVC, CCVC) with a lot of support from the teacher.
• Hardly understands main ideas of very simple phrases and sentences after repeated readings.
• Identifies and recognises all shapes of the letters in the alphabet.
• Blends and segments phonemes (CVC, CCVC) with support from the teacher.
3
• Understands main ideas, specific information and details of very simple phrases and sentences.
• Uses picture dictionary to categorise words with support from the teacher.
• Blends and segments phonemes (CVC, CCVC) without hesitation.
• Understands main ideas, specific information and details of very simple phrases and sentences appropriately.
4 • Uses picture dictionary to categorise words with minimal support from the teacher.

• Uses phonics to read words and identify word families confidently.


• Understands main ideas, specific information and details of very simple phrases and sentences confidently.
5 • Uses picture dictionary to categorise words confidently.

• Uses phonics to read words and identify word families independently.


6 • Understands main ideas, specific information and details of simple sentences independently.
• Uses picture dictionary to categorise words independently.

TAHAP
MENULIS (WRITING)
PENGUASAAN
• Hardly displays early writing skills to form letters as demonstrated by the teacher.
1 • Hardly uses fixed phrases to communicate with appropriate language form and style even with a lot of support
from the teacher.
• Displays early writing skills to form letters as demonstrated by the teacher with some legibility.
2 • Uses fixed phrases to communicate with appropriate language form and style with a lot of support from the
teacher.

• Displays early writing skills appropriately.


• Writes comprehensible words and phrases with correct punctuation and spelling supported by the teacher.
3
• Organises words by using ‘and’ to communicate with appropriate language form and style with some support
from the teacher.

• Writes comprehensible words and phrases with correct punctuation and spelling with minimal support by the
teacher.
4
• Organises words by using ‘and’ to communicate with appropriate language form and style with minimal support
from the teacher.

• Writes comprehensible words and phrases with correct punctuation and spelling confidently.
5
• Organises words by using ‘and’ to communicate with appropriate language form and style without hesitation.

• Writes comprehensible words and phrases with correct punctuation and spelling independently.
6 • Organises words by using ‘and’ to communicate with appropriate language form and style independently.
• Displays exemplary model of language use to others.

TAHAP
KESELURUHAN
PENGUASAAN
1 Pupil hardly achieves the curriculum target even with a lot of support.
2 Pupil is on track to achieve the curriculum target.
3 Pupil achieves expectations for the curriculum target.
4 Pupil works towards exceeding expectations for the curriculum target.
5 Pupil is on track to exceed expectations of the curriculum target.
6 Pupil exceeds expectations of the curriculum target.
BAHASA INGGERIS
Sekolah: SK SELAT BAGAN NYIOR Guru Mata Pelajaran: EN. ZURAIDY BIN MD IDRIS
Kelas TAHUN 1 JUJUR

MENDENGAR (LISTENING) BERTUTUR (SPEAKING)


TAHAP PENGUASAAN TP 1 TP 2 TP 3 TP 4 TP 5 TP 6 TAHAP PENGUASAAN TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
BIL. MURID 0 7 0 0 0 0 BIL. MURID 0 7 0 0 0 0

10 10

7 7

5 5

0 0
TP0 1 TP 2 TP0 3 TP0 4 TP 0 5 TP0 6
TP0 1 TP 2 TP0 3 TP0 4 TP 0 5 TP0 6

JUMLAH 7 MURID JUMLAH 7 MURID

MEMBACA (READING) MENULIS (WRITING)


TAHAP PENGUASAAN TP 1 TP 2 TP 3 TP 4 TP 5 TP 6 TAHAP PENGUASAAN TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
BIL. MURID 0 7 0 0 0 0 BIL. MURID 0 7 0 0 0 0

10 10

7 7

5 5

0 0
TP0 1 TP 2 TP
0 3 TP0 4 TP 0 5 TP0 6 TP0 1 TP 2 TP0 3 TP0 4 TP 0 5 TP0 6

JUMLAH 7 MURID JUMLAH 7 MURID