PANDUAN PENGGUNAAN TEMPLAT

PENTAKSIRAN BILIK DARJAH (PBD) BAHASA INGGERIS TINGKATAN 5

PENGENALAN
Pentaksiran Bilik Darjah (PBD) adalah sebahagian daripada komponen didalam Pentaksiran Berasaskan Sekolah (PBS).
Pelaksanaannya telah bermula sejak tahun 2011 berdasarkan Surat Siaran Lembaga Peperiksaan Bil. 3 Tahun 2011. PBD sebelum
ini dikenali sebagai PS (Pentaksiran Sekolah) di mana ia dilaksanakan secara formatif dan sumatif dengan pelbagai pendekatan
dan kaedah bagi mengenalpasti 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 di 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 di dalam buku rekod, atau lain-lain tempat catatan; tetapi untuk tujuan pelaporan kepada ibu bapa, ia
boleh direkod di dalam templat yang dibekalkan ini dan dilaporkan dua kali setahun iaitu pada pertengahan tahun dan akhir
tahun.
2 Templat pelaporan ini terdiri daripada empat lajur yang dibina berdasarkan konstruk kemahiran.

3 Guru hendaklah memilih option 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
Pernyataan Tahap Penguasaan.
 SEKOLAH : SMK SUNGAI PELEK

ALAMAT : SEPANG

: SELANGOR

TARIKH PELAPORAN : 2/10/2021

Sila tentukan peringkat pentaksiran
MATA PELAJARAN NAMA GURU MATA PELAJARAN: PN. SUZILA MOHAMED Pentaksiran Pertengahan Tahun
BAHASA INGGERIS KELAS: TINGKATAN 5 Pentaksiran Akhir tahun

NO. MY KID / NO. TAHAP

MENDENGAR BERTUTUR MEMBACA MENULIS
BIL. NAMA MURID KAD JANTINA PENGUASAAN
(LISTENING) (SPEAKING) (READING) (WRITING) KESELURUHAN
PENGENALAN

1 AHMAD BIN SULAIMAN 123356-78-9413 L 2 3 3 3 3

2 SITI ROKIAH BINTI ALI 133456-78-9412 P 2 3 3 3 3

3 MOHD RAMLI BIN SHUKRI 120001-78-9413 L 2 1 1 2 1

4 NORAINI BINTI KASIM 123876-78-9416 P 2 3 3 3 3

5 ALIAS BIN OMAR 126100-08-9417 L 2 3 3 3 3

6 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9413 L 2 2 2 2 2

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30
 NO. MY KID / NO. TAHAP
MENDENGAR BERTUTUR MEMBACA MENULIS
BIL. NAMA MURID KAD JANTINA PENGUASAAN
(LISTENING) (SPEAKING) (READING) (WRITING) KESELURUHAN
PENGENALAN

…………………………………………………
EN. TAN KAR HOCK
PENGETUA
SMK SUNGAI PELEK
E10: LEARNING STANDARDS FOR LISTENING SKILLS

1.1.1
Understand with little or no support the main ideas in simple longer texts on a range of familiar topics
1.1.2
Understand with little or no support specific information and details in simple longer texts on a range of familiar topics
1.1.3
No learning Standard (will be taught in subsequent years)
1.1.4
Understand longer seguences of supported classroom instructions
1.1.5
Understand more complex supported questions
1.1.6
Understand with support longer simple narratives on a wide range of familiar topics
1.2.1
Guess the meaning of unfamiliar words from clues provided by other known words and by context on a range of familiar topics
1.3.1
No Learning standard (will be taught in subsequent years)

E11: PERFORMANCE STANDARDS FOR LISTENING SKILLS

LEVEL 1:
• Hardly understands the main ideas and specific details in a text.
• Hardly shows any understanding of classroom instructions, complex questions and the meaning of unfamiliar words even with a lot of support.

LEVEL 2:
• Acquires limited understanding of the listening skills in identifying the main ideas and specific details in a text with a lot of support.
• Shows limited understanding of classroom instructions, complex questions and the meaning of unfamiliar words.

LEVEL 3:
• Acquires adequate understanding of the listening skills in identifying the main ideas and specific details in a text
• Shows satisfactory understanding of classroom instructions, complex questions and the meaning of unfamiliar words.

LEVEL 4:
• Acquires good understanding of the listening skills in identifying the main ideas and specific details in a text.
• Shows good understanding of classroom instructions, complex questions and the meaning of unfamiliar words.

LEVEL 5:
• Acquires very good understanding of the listening skills in identifying the main ideas and specific details in a text.
• Shows very good understanding of classroom instructions, complex questions and the meaning of unfamiliar words.

LEVEL 6:
• Acquires and uses the listening skills in identifying the main ideas and specific details independently.
• Shows excellent understanding of longer sequences of classroom instructions, more complex questions and the meaning of unfamiliar words.
• Displays exemplary model of language use to others.

F10: LEARNING STANDARDS FOR SPEAKING SKILLS

2.1.1
Ask about and give detailed information about themselves and others
2.1.2
Ask about and express rules and obligations
2.1.3
Ask about and describe future plans or events
2.1.4
Explain and give reasons for simple advice
2.1.5
Ask about and describe personality
2.2.1
No learning standard (will be taught in subsequent years)
2.3.1
Keep interaction going in short exchanges by checking understanding of what a speaker is saying
2.3.2
Agree on a set of basic steps needed to complete extended classroom tasks
2.4.1
Narrate short stories, events and experiences
F11: PERFORMANCE STANDARDS FOR SPEAKING SKILLS
LEVEL 1:
• Hardly finds out about and communicates information clearly.
• Hardly manages interaction by communicating a point of view appropriately even with a lot of support.
• Can hardly narrate short stories and events to an audience even with a lot of support.

LEVEL 2:
• Displays limited ability to find out about and communicate information clearly.
• Shows limited response in managing interaction by communicating a point of view appropriately.
• Provides limited response in narrating short stories and events to an audience.

LEVEL 3:
• Displays adequate ability to find out about and communicate information clearly.
• Shows satisfactory response in managing interaction by communicating a point of view appropriately.
• Provides satisfactory response in narrating short stories and events to an audience.

LEVEL 4:
• Displays good response in finding out about and communicating information clearly.
• Shows good response in managing interaction by communicating a point of view appropriately.
• Provides good response in narrating short stories and events to an audience.

LEVEL 5:
• Displays very good response in finding out about and communicating information clearly.
• Shows very good response in managing interaction by communicating a point of view appropriately.
• Provides very good response in narrating short stories and events to an audience.

LEVEL 6:
• Displays excellent response in finding out about and communicating information clearly.
• Shows excellent response in managing interaction by communicating a point of view appropriately.
• Provides excellent response in communicating opinions about a story and events to an audience.
• Displays exemplary model of language use to others.

G10: LEARNING STANDARDS FOR READING SKILLS

3.1.1
Understand the main points in simple longer texts
3.1.2
Understand specific details and information in simple longer texts
3.1.3
Guess the meaning of unfamiliar words from clues provided by other known words and by context
3.1.4
Use with some support familiar print and digital resources to check meaning
3.1.5
No learning standard (will be taught in subsequent years)
3.1.6
No learning standard (will be taught in subsequent years)
3.2.1
Read and enjoy fiction / non-fiction and other suitable print and digital texts of interest

G11: PERFORMANCE STANDARDS FOR READING SKILLS

LEVEL 1:
• Hardly understands in identifying the main ideas and specific details in a text.
• Hardly shows any ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words even with a lot of guidance.
• Hardly shows any ability to read and understand a variety of fiction or non-fiction texts.

LEVEL 2:
• Displays limited understanding in identifying the main ideas and specific details in a text even with a lot of guidance.
• Shows limited ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words.
• Displays limited ability to read and understand a variety of fiction or non-fiction texts.

LEVEL 3:
• Displays adequate understanding in identifying the main ideas and specific details in a text
• Shows satisfactory ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words.
• Displays satisfactory ability to read and understand a variety of fiction or non-fiction texts.

LEVEL 4:
• Displays good understanding in identifying the main ideas and specific details in a text.
• Shows positive attitude in using dictionary skills to check meaning and guess the meaning of unfamiliar words correctly.
• Shows interest to read and understand clearly a variety of fiction or non-fiction texts.

LEVEL 5:
• Displays very good understanding in identifying the main ideas and specific details in a text.
• Uses dictionary skills to check meaning and guess the meaning of unfamiliar words skilfully and precisely.
• Shows a lot of interest to read and give opinion to a variety of fiction or non-fiction texts with some guidance.

LEVEL 6:
• Acquires and uses the reading skills in identifying the main ideas and specific details excellently.
• Uses dictionary skills to check meaning and guess the meaning of unfamiliar words independently.
• Reads and gives opinion on a variety of fiction or non-fiction texts independently.
• Displays exemplary model of language use to others.
H10: LEARNING STANDARDS FOR WRITING SKILLS

4.1.1
Give detailed information about themselves and others
4.1.2
Describe future plans or events
4.1.3
Narrate factual and imagined events and experiences
4.1.4
Describe personality
4.1.5
Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and reference pronouns
4.2.1
Use capitals, full stops, commas in lists, question marks, and speech marks appropriately at discourse level
4.2.2
Spell most high frequency words accurately in independent writing
4.2.3
Produce a plan or draft of two paragraphs or more and modify this appropriately in response to feedback

H11: PERFORMANCE STANDARDS FOR WRITING SKILLS

LEVEL 1:
• Hardly shows any ability to express ideas, opinions and organise information coherently.
• Hardly punctuates appropriately and spells accurately even with a lot of guidance.
• Hardly plans, drafts and edits written work even with a lot of guidance.

LEVEL 2:
• Displays limited ability to express ideas, opinions and organise information coherently.
• Shows limited ability to punctuate appropriately and spell accurately.
• Shows limited ability to plan, draft and edit written work.

LEVEL 3:
• Displays adequate ability to express ideas, opinions and organise information coherently.
• Shows adequate ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work in response to feedback adequately.

LEVEL 4:
• Displays a commendable level to express ideas, opinions and organise information coherently.
• Shows a commendable level to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work correctly in response to feedback.

LEVEL 5:
• Displays a high level of ability to express ideas, opinions and organise information coherently.
• Shows a high level of ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work effortlessly and precisely.in response to feedback.

LEVEL 6
• Expresses ideas, opinions, common feelings and organises information independently.
• Shows excellent ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work independently.
• Displays exemplary model of language use to others.

M9: PERFORMANCE STANDARDS FOR LISTENING SKILLS

LEVEL 1:
• Hardly understands the main ideas and specific details in a text.
• Hardly shows any understanding of classroom instructions, complex questions and guess the meaning of unfamiliar words even with a lot of support.

LEVEL 2:
• Acquires limited understanding of the listening skills in identifying the main ideas and specific details in a text with a lot of support.
• Shows limited understanding of classroom instructions, complex questions and guess the meaning of unfamiliar words.

LEVEL 3:
• Acquires adequate understanding of the listening skills in identifying the main ideas and specific details in a text
• Shows satisfactory understanding of classroom instructions, complex questions and guess the meaning of unfamiliar words.

LEVEL 4:
• Acquires good understanding of the listening skills in identifying the main ideas and specific details in a text.
• Shows good understanding of classroom instructions, complex questions, and guess the meaning of unfamiliar words.

LEVEL 5:
• Acquires very good understanding of the listening skills in identifying the main ideas and specific details in a text.
• Shows very good understanding of classroom instructions, complex questions, and guess the meaning of unfamiliar words.

LEVEL 6:
• Acquires and uses the listening skills in identifying the main ideas and specific details excellently.
• Shows excellent understanding of longer sequences of classroom instructions, more complex questions and guess the meaning of unfamiliar words independently.
• Displays exemplary model of language use to others.
N9: PERFORMANCE STANDARDS FOR SPEAKING SKILLS

LEVEL 1:
• Hardly shows any ability to find out about and communicate information, opinions and feelings clearly.
• Hardly manages interaction in communicating a point of view appropriately even with a lot of support.
• Hardly shows any ability to narrate short stories and events to an audience even with a lot of support.

LEVEL 2:
• Displays limited ability to find out about and communicate information, opinions and feelings clearly.
• Shows limited response in managing interaction by communicating a point of view appropriately.
• Provides limited response in narrating short stories and events to an audience.

LEVEL 3:
• Displays adequate ability to find out about and communicate information, opinions and feelings clearly.
• Shows satisfactory response in managing interaction in communicating a point of view appropriately.
• Provides satisfactory response in narrating short stories and events to an audience.

LEVEL 4:
• Displays good response in finding out about and communicating information, opinions and feelings clearly.
• Shows good response in managing interaction in communicating a point of view appropriately.
• Provides good response in narrating short stories and events to an audience.

LEVEL 5:
• Displays very good response in finding out about and communicating information, opinions and feelings clearly.
• Shows very good response in managing interaction in communicating a point of view appropriately.
• Provides very good response in narrating short stories and events to an audience.

LEVEL 6:
• Displays excellent response in finding out about and communicating information, opinions and feelings clearly.
• Shows excellent response in managing interaction in communicating a point of view appropriately.
• Provides excellent response in communicating opinions about a story and events to an audience.
• Displays exemplary model of language use to others.

O9: PERFORMANCE STANDARDS FOR READING SKILLS

LEVEL 1:
• Hardly understands in identifying the main ideas and specific details in a text.
• Hardly shows any ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words even with a lot of guidance.
• Hardly shows any ability to read and understand a variety of fiction or non-fiction texts.

LEVEL 2:
• Displays limited understanding in identifying the main ideas and specific details in a text with a lot of support.
• Shows limited ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words.
• Displays limited ability to read and understand a variety of fiction or non-fiction texts.

LEVEL 3:
• Displays adequate understanding of the reading skills in identifying the main ideas and specific details in a text
• Shows satisfactory ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words.
• Displays satisfactory interest to read and understand a variety of fiction or non-fiction texts.

LEVEL 4:
• Displays good understanding of the reading skills in identifying the main ideas and specific details in a text.
• Shows positive attitude in using dictionary skills to check meaning and guess the meaning of unfamiliar words correctly.
• Displays interest to read and understand clearly a variety of fiction or non-fiction texts.

LEVEL 5:
• Displays very good understanding of the reading skills by identifying the main ideas and specific details in a text.
• Uses dictionary skills to check meaning and guess the meaning of unfamiliar words precisely.
• Shows a lot of interest to read and give personal response to fiction or non-fiction texts with some guidance.

LEVEL 6:
• Acquires and uses the reading skills in identifying the main ideas and specific details excellently.
• Uses dictionary skills to check meaning and guess the meaning of unfamiliar words precisely and independently.
• Reads and gives personal response to a variety of fiction or non-fiction texts independently.
• Displays exemplary model of language use to others.
P9: PERFORMANCE STANDARDS FOR WRITING SKILLS

LEVEL 1:
• Hardly shows any ability to express and organise information, ideas, opinions and feelings in written work coherently.
• Hardly punctuates appropriately and spell accurately even with a lot of guidance.
• Hardly plans, drafts and edits written work even with a lot of guidance.

LEVEL 2:
• Displays limited ability to express and organise information, ideas, opinions and feelings in written work coherently.
• Shows limited ability to punctuate appropriately and spell accurately.
• Shows limited ability to plan, draft and edit written work.

LEVEL 3:
• Displays adequate ability to express and organise information, ideas, opinions and feelings in written work coherently.
• Shows adequate ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work adequately

LEVEL 4:
• Displays a commendable level to express and organise information, ideas, opinions and feelings in written work coherently.
• Shows a commendable level to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work in response to feedback with little support.

LEVEL 5:
• Displays a high level of ability to express and organise information, ideas, opinions and feelings in written work coherently.
• Shows a high level of ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work in response to feedback.

LEVEL 6
• Acquires the writing skills in expressing and organising information, ideas, opinions and feelings independently.
• Shows excellent ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work independently.
• Displays exemplary model of language use to others.

AD9: TP keseluruhan
Hanya dilaporkan untuk Pentaksiran Akhir Tahun sahaja.
 SMK SUNGAI PELEK
SEPANG LOGO
SELANGOR SEKOLAH
2 October, 2021 NOTA : JANGAN PADAM

BAHASA INGGERIS ###

###
Nama Murid ABDUL HAKIM BIN KAMARUZAMAN ###
No. MY KID 149990-00-9413 ###
Jantina L ###
Kelas TINGKATAN 5 ###
Nama Guru PN. SUZILA MOHAMED ###
Tarikh Pelaporan 2 October, 2021 ###
###

###
Tahap Penguasaan Keseluruhan PENTAKSIRAN PERTENGAHAN TAHUN
###

Berikut adalah pernyataan bagi

Tahap Penguasaan Keseluruhan hanya dilaporkan pada pentaksiran akhir tahun sahaja
Tahap Penguasaan keseluruhan
###
###
TAHAP
MATA PELAJARAN KEMAHIRAN TAFSIRAN
PENGUASAAN
###

• Can display some understanding of the main ideas, specific details and attitudes or opinions in extended texts with a
lot of support.

• Can display some understanding of longer more complex narratives and guess the meaning of some unfamiliar words
MENDENGAR
2 with a lot of support.
(LISTENING)
• Can recognise some typical features at word, sentence and text levels of a range of spoken genres with a lot of
support.

###

• Can display some ability to ask about and communicate information with a lot of support.
BERTUTUR
2 • Can display some ability to manage interaction and use registers with a lot of support.
(SPEAKING)
• Can display some ability to explain a point of view, feelings, plans and ambitions with a lot of support.

BAHASA ###
INGGERIS
• Can display some understanding of the main ideas, specific details and information in extended texts with a lot of
support.

• Can display some ability to use dictionary skills and guess the meaning of some unfamiliar words with a lot of support.
MEMBACA (READING) 2
• Can display some ability to investigate global issues, recognise attitude or opinion of the writer and typical features of
texts with a lot of support.

###

• Can display some ability to communicate information, ideas, feelings and opinions as well as organise information with
a lot of support.
MENULIS (WRITING) 2
• Can display some ability to produce a plan or draft and modify this in response to feedback with a lot of support.

• Can display some ability to use registers, punctuations and spell with a lot of support.

###
###
###
ULASAN GURU : ###

###
###
###
 ###
###
###
###
………………………………………………………………………… ………………………………………………………………………… ###
PN. SUZILA MOHAMED EN. ZAHARI BIN DAUD ###
GURU MATA PELAJARAN PENGETUA ###
SMK SUNGAI PELEK SMK SUNGAI PELEK ###
###
DATA PERNYATAAN STANDARD PRESTASI

TAHAP
MENDENGAR (LISTENING)
PENGUASAAN

• Can display minimal understanding of the main ideas, specific details and attitudes or opinions in extended texts
after repeated listening with a lot of support.

• Can display minimal understanding of longer more complex narratives after repeated listening and guess the
1 meaning of very few unfamiliar words with a lot of support.

• Can recognise minimal typical features at word, sentence and text levels of a range of spoken genres with a lot of
support.
.

• Can display some understanding of the main ideas, specific details and attitudes or opinions in extended texts with a
lot of support.

• Can display some understanding of longer more complex narratives and guess the meaning of some unfamiliar words
2 with a lot of support.

• Can recognise some typical features at word, sentence and text levels of a range of spoken genres with a lot of
support.

• Can understand the main ideas, specific details and attitudes or opinions independently in extended texts.

• Can understand longer more complex narratives and guess the meaning of unfamiliar words adequately.
3
• Can recognise typical features at word, sentence and text levels of a range of spoken genres with little or no
support.

• Can understand the main ideas, specific details and attitudes or opinions independently in extended texts by
responding clearly to given tasks at times.

4 • Can understand longer more complex narratives by responding to given tasks in own words at times and guess the
meaning of unfamiliar words.

• Can recognise typical features at word, sentence and text levels of a range of spoken genres independently.

• Can understand the main ideas, specific details and attitudes or opinions independently in extended texts by
responding clearly to given tasks most of the time.

• Can understand longer more complex narratives by responding to given tasks in own words most of the time and
5
guess the meaning of unfamiliar words.

• Can recognise typical features at word, sentence and text levels of a range of spoken genres independently.

• Can understand the main ideas, specific details and attitudes or opinions independently in extended texts by
responding spontaneously and clearly to given tasks with ease.

• Can understand longer more complex narratives on a wide range of familiar topics by responding to given tasks in
own words at all times and guess the meaning of unfamiliar words effectively.
6
• Can recognise typical features at word, sentence and text levels of a range of spoken genres independently with
ease.

• Can guide others in a given task.

 TAHAP
BERTUTUR (SPEAKING)
PENGUASAAN

• Can display minimal ability to ask about and communicate information with a lot of support.

• Can display minimal ability to manage interaction and use registers with a lot of support.
1
• Can display minimal ability to explain a point of view, feelings, plans and ambitions with a lot of support.

• Can display some ability to ask about and communicate information with a lot of support.

2 • Can display some ability to manage interaction and use registers with a lot of support.

• Can display some ability to explain a point of view, feelings, plans and ambitions with a lot of support.

• Can ask about and communicate information adequately.

3 • Can manage interaction by paraphrasing and rephrasing as well as use registers appropriately.

• Can explain and justify a point of view, feelings, plans and ambitions.

• Can ask about and communicate information by providing some relevant details.

• Can manage interaction by paraphrasing and rephrasing as well as use registers appropriately by sustaining
4 communication occasionally

• Can explain and justify a point of view, feelings, plans and ambitions by sustaining communication occasionally

• Can ask about and communicate information clearly by providing a lot of relevant details.

• Can manage interaction by paraphrasing as well as rephrasing and use registers appropriately by sustaining
5
communication most of the time.

• Can explain and justify a point of view, feelings, plans and ambitions by sustaining communication most of the time.

• Can ask about and communicate information clearly by providing a lot of relevant details with ease.
• Can manage interaction by paraphrasing as well as rephrasing and use registers appropriately by sustaining
6 communication at all times.
• Can explain and justify a point of view, feelings, plans and ambitions by sustaining communication at all times.
• Can display exemplary model of language use and guide others in a given task.

TAHAP
MEMBACA (READING)
PENGUASAAN

• Can display minimal understanding of the main ideas, specific details and information in extended texts with a lot of
support.

• Can display minimal ability to use dictionary skills and guess the meaning of very few unfamiliar words with a lot of
1 support.

• Can display minimal ability to investigate global issues, recognise attitude or opinion of the writer and typical
features of texts with a lot of support.
 • Can display some understanding of the main ideas, specific details and information in extended texts with a lot of
support.

• Can display some ability to use dictionary skills and guess the meaning of some unfamiliar words with a lot of
2 support.

• Can display some ability to investigate global issues, recognise attitude or opinion of the writer and typical features
of texts with a lot of support.

• Can understand the main ideas, specific details and information in extended texts adequately.

• Can independently use dictionary skills and guess the meaning of unfamiliar words.
3
• Can investigate and analyse global issues, recognise attitude or opinion of the writer and typical features of texts
adequately.

• Can understand the main ideas, specific details and information in extended texts by responding clearly to given
tasks most of the time.

• Can independently use dictionary skills appropriately and guess the meaning of unfamiliar words.
4
• Can investigate and analyse global issues, recognise attitude or opinion of the writer and typical features of texts by
responding clearly to given tasks most of the time.

• Can understand the main ideas, specific details and information in extended texts by responding clearly to given
tasks at all times.

• Can independently use dictionary skills appropriately and guess the meaning of unfamiliar words.
5
• Can investigate and analyse global issues, recognise attitude or opinion of the writer and typical features of texts by
responding clearly to given tasks at all times.

• Can understand the main ideas, specific details and information in extended texts by responding effectively to given
tasks.

• Can independently use dictionary skills effectively and guess the meaning of unfamiliar words.
6
• Can investigate and analyse global issues, recognise attitude or opinion of the writer and typical features of texts by
responding effectively.
.
• Can guide others in a given task.

TAHAP
MENULIS (WRITING)
PENGUASAAN
• Can display minimal ability to communicate information, ideas, feelings and opinions as well as organise information
with a lot of support.

1 • Can display minimal ability to produce a plan or draft and modify this in response to feedback with a lot of support.

• Can display minimal ability to use registers, punctuations and spell with a lot of support.

• Can display some ability to communicate information, ideas, feelings and opinions as well as organise information
with a lot of support.
2
• Can display some ability to produce a plan or draft and modify this in response to feedback with a lot of support.

• Can display some ability to use registers, punctuations and spell with a lot of support.
 • Can communicate information, ideas, feelings and opinions clearly as well as organise information coherently.

3 • Can produce a plan or draft and modify this in response to feedback or independently.

• Can use registers appropriately as well as punctuate and spell with reasonable accuracy.

• Can communicate information, ideas, feelings and opinions clearly as well as organise information coherently with
very few relevant details.

4 • Can produce a plan or draft and modify this appropriately independently.

• Can use registers appropriately as well as punctuate and spell with reasonable accuracy

• Can communicate information, ideas, feelings and opinions clearly as well as organise information coherently with
some relevant details.
5
• Can produce a plan or draft and modify this appropriately independently with some relevant details.

• Can use registers appropriately as well as punctuate and spell with reasonable accuracy.

• Can communicate information, ideas, feelings and opinions clearly as well as organise information coherently using
a variety of relevant details.

• Can produce a plan or draft and modify this appropriately independently with a variety of relevant details.
6
• Can use registers appropriately as well as punctuate and spell with reasonable accuracy.

• Can display exemplary model of language use and guide others in a given task

TAHAP
KESELURUHAN
PENGUASAAN
1 Pupil displays minimal ability to achieve the curriculum target.
2 Pupil is on track to achieve the curriculum target.
3 Pupil achieves expectations of the curriculum target.
4 Pupil works towards exceeding expectations of 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: SMK SUNGAI PELEK Guru Mata Pelajaran: PN. SUZILA MOHAMED
Kelas TINGKATAN 5

15
0
0 0
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 6 0 0 0 0 BIL. MURID 1 1 4 0 0 0

10 5
4
6
5

1 1

0 0 0 0 0 0 0 0
0 0
1 2 3 4 5 6 1 2 3 4 5 6

JUMLAH 6 MURID JUMLAH 6 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 1 1 4 0 0 0 BIL. MURID 0 2 4 0 0 0

5 6
4
4
4

2
2
1 1

0 0 0 0 0 0 0
0 0
1 2 3 4 5 6 1 2 3 4 5 6

JUMLAH 6 MURID JUMLAH 6 MURID

20
0 0
TAHAP PENGUASAAN KESELURUHAN
TAHAP PENGUASAAN TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
BIL. MURID 1 1 4 0 0 0

BIL. MURID
6

4
4

2
1 1
0 0 0
0
1 2 3 4 5 6
JUMLAH 6 MURID