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 KAMPONG GELAM

ALAMAT : TANJUNG KLING

: MELAKA

TARIKH PELAPORAN : 11/2/2019

Sila tentukan peringkat pentaksiran
MATA PELAJARAN NAMA GURU MATA PELAJARAN: CIK NOR AINI BT NORDIN Pentaksiran Pertengahan Tahun
BAHASA INGGERIS KELAS: TAHUN 3 KREATIF 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 AHMED EUSOFFE AKHTAR BIN SAHRUL ZAHIR 100330-04-0127 L 4 3 4 3 4
2 AIN ALYSSA BINTI ALI 100619-04-0048 P 4 3 4 4 4
3 ALIFAH ILYANA BINTI ZULKA IKIN 100422-10-0086 P 4 3 4 3 3
4 ALIYAH QISTINA BINTI AZALI 100128-04-0182 P 4 3 4 3 3
5 ASYRAAF ZAYAN BIN MOHD IZUAN 101117-04-0165 L 4 3 4 3 3
6 DAMIA QAISARA BINTI MOHD AZHAR 100820-04-0402 P 4 3 4 3 3
7 DANIESHA IMANIE BINTI SAJEED 101004-04-0388 P 4 3 4 3 3
8 FAIZ HAKIMI BIN NOR AZIZI 100530-10-0227 L 4 3 4 3 3
9 FILZAH ZUNNURAIN BINTI MOHD ZAINUDDIN 100116-04-0038 P 4 3 4 4 4
10 MOHAMAD KHALISH ZHARFAN BIN MD ROSDAN 100516-04-0109 L 4 3 4 3 3
11 MOHAMMAD ISKANDAR ABU HURRAIRA BIN ABDU 100502-04-0343 L 4 3 4 4 4
12 MUHAMAD DANISH HAIKAL BIN ABDUL MUNIR 100623-04-0155 L 3 3 3 2 3
13 MUHAMAD IQRAM ABDULLAH BIN MOHAMED IQB 100709-04-0439 L 3 3 4 3 3
14 MUHAMMAD AMIRUL ASRAF BIN AZMI 100222-04-0437 L 4 3 4 4 4
15 MUHAMMAD AQIEFSYAH BIN MUHAMMAD FAISA 101020-04-0281 L 4 3 4 3 3
16 MUHAMMAD AQMAR BIN MOHD SUKRI 100717-04-0359 L 4 3 4 3 3
17 MUHAMMAD AZIM HAMBALI BIN AZLAN 100330-04-0311 L 4 3 4 3 4
18 MUHAMMAD HARITH ZAKWAN BIN NORHERMAN 100329-04-0015 L 4 3 4 3 4
19 MUHAMMAD IRSYAD BIN ZAINUDIN 101209-04-0189 L 4 3 4 2 3
20 MUHAMMAD KHAIRIN IKHWAN BIN NASIR 100315-04-0129 L 4 3 4 3 4
21 MUHAMMAD NOR MURSYID BIN NOR RAHMAN 100915-04-0181 L 4 3 4 3 4
22 MUHAMMAD RAQIB SHAKIR BIN AB RAHIM 100506-04-0463 L 4 3 4 3 3
23 MUHAMMAD SYAFIE BIN MOHD SUFFIAN 100524-04-0387 L 4 3 4 3 4
24 NIK AFIEF MUHAFIZ BIN NIK ANIZA 100716-04-0189 L 4 3 4 3 4
25 NOOR MAWADDAH BINTI AHMAD YUSRI 100629-14-0026 P 4 3 4 3 3
26 NORDANISHA AZ-ZAHRAA BINTI NORHISYAM 101129-04-0154 P 4 3 4 3 3
27 NORSHAIDAH BINTI WAHID 100108-08-1286 P 4 3 4 3 4
28 NUR ALYA MAISARAH BINTI SUHAIMI 100105-04-0120 P 4 3 4 3 3
29 NUR AMINAH BINTI OSMAN 100119-04-0260 P 3 3 4 3 3
30 NUR KASIH BINTI KHAIRUL ANUAR 100430-04-0036 P 4 3 4 3 4
31 NUR SHAZREEN DAFINA BINTI MOHAMAD SARU 100726-01-0522 P 4 3 4 3 4
32 NURALISHA MAISARA BINTI AMIR 100413-04-0296 P 4 3 4 3 3
33 NURUL RAUDHAH BINTI ZOLKIPLE 100801-04-0298 P 4 3 4 3 3
34 QISTINA NORISA BINTI MOHD.ISA 100223-04-0180 P 4 3 4 3 3
35 SITI ADANI BINTI JAMIL 100527-04-0390 P 4 3 4 3 4
36 SITI HANAFIAH BINTI MOHD ISA 101018-04-0266 P 4 3 4 3 3
37 SUMAYYAH BINTI MOHAMED FAIRUZ 100317-04-0296 P 4 3 4 3 4
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54

…………………………………………………
 NO. MY KID / NO. TAHAP PENGUASAAN
BIL. NAMA MURID JANTINA
KAD PENGENALAN MENDENGAR BERTUTUR MEMBACA MENULIS KESELURUHAN
(LISTENING) (SPEAKING) (READING) (WRITING)
PUAN PARIDAH BT HAJI ABBAS
GURU BESAR
SK KAMPONG GELAM
 SK KAMPONG GELAM
TANJUNG KLING LOGO
MELAKA SEKOLAH
11 February, 2019 NOTA : JANGAN PADAM

BAHASA INGGERIS ###

###
Nama Murid AHMED EUSOFFE AKHTAR BIN SAHRUL ZAHIR ###
No. MY KID 100330-04-0127 ###
Jantina L ###
Kelas TAHUN 3 KREATIF ###
Nama Guru CIK NOR AINI BT NORDIN ###
Tarikh Pelaporan 11 February, 2019 ###
###

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 target language phonemes with minimal support from the teacher.
BAHASA • Understands simple questions, instructions, main ideas and supporting details of the texts with minimal support
MENDENGAR
INGGER 4 from the teacher.
(LISTENING)
IS • Understands messages using visual clues with minimal support from the teacher.

###

• Produces and comprehends simple information on very familiar topics with support from the teacher.
• Asks and answers straightforward questions using fixed phrases with support from the teacher.
BERTUTUR
3 • Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses
(SPEAKING)
with support from the teacher.

###

• Blends and segments words (CVC, CCVC, CVCV, CCV) without hesitation.
• Understands main ideas, specific information and details of simple sentences appropriately.
MEMBACA (READING) 4 • Uses picture dictionary and appropriate word attack skills to understand specific meaning with minimal support
from the teacher.
###

• Writes simple sentences by using appropriate language form and style with support from the teacher.
MENULIS (WRITING) 3 • Organises basic information using correct punctuation and spelling with support from the teacher.

###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
 0 0 #N/A ###
###
###

ULASAN TAMBAHAN ###

(Jika ada) :
###
###
###
###
###
###
###
………………………………………………………………………… ………………………………………………………………………… ###
CIK NOR AINI BT NORDIN PUAN PARIDAH BT HAJI ABBAS ###
GURU MATA PELAJARAN GURU BESAR ###
SK KAMPONG GELAM SK KAMPONG GELAM ###
###
DATA PERNYATAAN STANDARD PRESTASI

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

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

• Recognises and reproduces target language phonemes with support from the teacher.
• Understands simple questions, instructions, main ideas and supporting details of the texts with support from the
3 teacher.
• Understands messages using visual clues with support from the teacher.

• Recognises and reproduces target language phonemes with minimal support from the teacher.
• Understands simple questions, instructions, main ideas and supporting details of the texts with minimal support
4 from the teacher.
• Understands messages using visual clues with minimal support from the teacher.

• Recognises and reproduces target language phonemes appropriately.

• Understands simple questions, instructions, main ideas and supporting details of the texts without hesitation.
5
• Understands messages using visual clues promptly.

• Recognises and reproduces target language phonemes appropriately and independently.

• Understands simple questions, instructions, main ideas and supporting details of the texts independently.
6 • Understands messages using visual clues independently.

TAHAP
BERTUTUR (SPEAKING)
PENGUASAAN
• Hardly produces simple information even with a lot of support from the teacher.
• Hardly asks and answers straightforward questions using fixed phrases even with a lot of support from the
1 teacher.

• Produces a few simple information with a lot of support from the teacher.
• Asks and answers a few straightforward questions using fixed phrases with a lot of support from the teacher.
2

• Produces and comprehends simple information on very familiar topics with support from the teacher.
• Asks and answers straightforward questions using fixed phrases with support from the teacher.
3 • Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses
with support from the teacher.

• Produces and comprehends simple information on very familiar topics with minimal support from the teacher.
• Asks and answers straightforward questions using fixed phrases with minimal support from the teacher.
• Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses
4 with minimal support from the teacher.
 • Produces and comprehends simple information on very familiar topics confidently.
• Asks and answers straightforward questions using fixed phrases with increasing confidence and self-reliance.
• Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses
5 confidently.

• Produces and comprehends simple information on very familiar topics confidently and independently.
• Asks and answers straightforward questions using fixed phrases with ease and great confidence.
• Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses
6 independently.
• Displays exemplary model of language use to others.

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

• Identifies, recognises and names the letters of the alphabet with a lot of support from the teacher.
• Blends and segments a few words (CVC, CCVC, CVCV, CCV) with a lot of support from the teacher.
2 • Hardly understands main ideas of simple sentences even after repeated readings.

• Identifies, recognises and names the letters of the alphabet with minimal support from the teacher.
• Blends and segments words (CVC, CCVC, CVCV, CCV) with support from the teacher.
• Understands main ideas, specific information and details of simple sentences.
3
• Uses picture dictionary and appropriate word attack skills to understand specific meaning with support from the
teacher.

• Blends and segments words (CVC, CCVC, CVCV, CCV) without hesitation.
• Understands main ideas, specific information and details of simple sentences appropriately.
4 • Uses picture dictionary and appropriate word attack skills to understand specific meaning with minimal support
from the teacher.

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

• Understands main ideas, specific information and details of simple sentences confidently.
5 • Uses picture dictionary and appropriate word attack skills to understand specific meaning confidently.

• Reads simple sentences independently.

• Understands main ideas, specific information and details of simple sentences independently.
6 • Uses appropriate word attack skills and monolingual dictionary to understand specific meaning independently.

TAHAP
MENULIS (WRITING)
PENGUASAAN
• Hardly writes simple sentences by using appropriate language form and style even with a lot of support from the
teacher.
1
• Hardly organises basic information even with a lot of support from the teacher.

• Writes simple sentences by using appropriate language form and style with a lot of support from the teacher.
2 • Organises basic information with a lot of support from the teacher.

• Writes simple sentences by using appropriate language form and style with support from the teacher.
3 • Organises basic information using correct punctuation and spelling with support from the teacher.

• Writes simple sentences by using appropriate language form and style with minimal support from the teacher.
4 • Organises basic information using correct punctuation and spelling with minimal support from the teacher.
 • Writes simple sentences by using appropriate language form and style confidently.
5 • Organises basic information using correct punctuation and spelling without hesitation.

• Writes simple sentences by using appropriate language form and style independently.
• Organises basic information using correct punctuation and spelling independently.
6
• 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 KAMPONG GELAM Guru Mata Pelajaran: CIK NOR AINI BT NORDIN
Kelas TAHUN 3 KREATIF

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 0 3 34 0 0 BIL. MURID 0 0 37 0 0 0

40 40 37
34
35 35
30 30
25 25
20 20
15 15
10 10
5 3 5
0 0
TP0 1 TP0 2 TP 3 TP 4 TP 0 5 TP0 6
TP0 1 TP0 2 TP 3 TP0 4 TP 0 5 TP0 6

JUMLAH 37 MURID JUMLAH 37 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 0 1 36 0 0 BIL. MURID 0 2 31 4 0 0

40 35
36 31
35 30
30 25
25
20
20
15
15
10
10
5 4
5 2
1
0 0
TP0 1 TP0 2 TP 3 TP 4 TP 0 5 TP0 6 TP0 1 TP 2 TP 3 TP 4 TP 0 5 TP0 6

JUMLAH 37 MURID JUMLAH 37 MURID