eee 024 BAHASA INGGERIS FORMAT OF THE QUESTION PAPER ‘The UPSR English paper consists of two papers; Paper 1 and Paper 2. PAPER 1 is an objective paper consisting of 40 multiple-choice questions. The time allocated for this paper is 50 minutes. This paper consists of five sections namely Section A to Section E which assess various language skils. SECTION A (Questions 1 - 10) assess on vocabulary at word, phrase and sentence level. ‘SECTION B (Questions 11 — 15) assess language functions. ‘SECTION C (Questions 16 - 25) assess grammar, spelling and punctuation. SECTION D (Questions 26 - 30) is a cloze text, testing on grammar and vocabulary, and SECTION E (Questions 31 — 40) is on reading and compreher texts (linear and non-linear). from two PAPER 2 comprises three sections namely Section A, B and C, to be answered within the stipulated time of 1 hour 15 minutes. This paper measures the candidates’ ability to construct simple and compound sentences. It also assesses candidates’ understanding of the English Language to be acquired in Primary School SECTION A - Sentence Construction (Tasks 1 - 10) Candidates are given 10 pictures with two words for each picture. The words can be in the noun, verb, adjective or adverb forms. They are required to use the given words to construct one sentence to describe the given picture. Candidates may change the order of the words but not the form of the words. The time suggested for this section is fifteen minutes, ‘SECTION B — Information Transfer (Tasks 11-15) This section requires candidates to transfer information from a non-linear text to complete a linear text. This section assesses the ability of the candidates in selecting the correct information and transferring them appropriately into the five blanks to complete the linear text. Marks are awarded for contents correctly transferred into relevant blanks, and expression for correct usage of grammar. The total marks for this section is fifteen. The time suggested for this section is twenty-five minutes, ‘SECTION C — Note Expansion For this question, a series of three pictures with notes are given. Candidates may use the notes to make sentences about the pictures. This section assesses the writing skills. It assesses the candidates’ ability to produce a piece of continuous prose in accurate Standard English expressively and creatively by introducing new words in the form of adjectives, adverbs, idioms, similes and descriptive language. Candidates have to construct a variety of sentence structures, both simple and compound. They must also be able to sequence the paragraph well using appropriate connectors. Bahasa Inggeris 1 ‘Kupasan hits kavapan PMR 2008GENERAL PERFORMANCE ‘On the whole, most of the candidates attempted all three (3) sections in Paper 2. Performance of the candidates ranged from low to high. Most candidates were not able to develop the ideas competently nor provide relevant details stylistically to support their responses. Hence, most of the sentences lacked appropriate vocabulary, variety of sentences and interesting expressions. Language errors and structural incompetence were the main problems. The task performed by the low achievers was confusing, distorted, messy and incoherent. Generally, their responses were disorganized and less developed with some errors and uncertain flow of language. For Section A, some candidates were able to write a simple sentence. However, their responses were hindered by poor command of the English Language ‘especially in the grammar aspect. For Section B, many candidates were able to identify, extract or lift the information correctly For Section C, many candidates were able to fulfil the task given with some grammatical errors. However, some could not produce a good piece of work creatively. They were not able to use interesting expression and new vocabulary to expand the notes. Some were only able to string the notes into meaningful chunks without Understanding the meaning of the words. GENERAL PERFORMANCE OF CANDIDATES ACCORDING TO THEIR GROUPS High Achievement Group Candidates did well in all the three sections of this paper. The ideas and information given were relevant and well-developed. Mechanics of writing were mostly accurate. Language was competently used with some careless errors. Some creativity was present in their writing and meaning was clear. For Section A, some candidates could write a complete sentence with the notes given. In fact, they could produce a flawless compound sentence where the requirement was. only a simple sentence For Section B, the candidates were able to identify all the content points and transfer them intelligently and appropriately into the given framework. For Section C, most of them were able to express themselves well in a varity of sentences. They were also able to insert new words and ideas appropriately and correctly, ‘Average Achievement Group Candidates generally used simple sentences and phrase level constructions. Mechanics of writing were sufficiently accurate. However, language errors in spelling, tenses and sentence structures jeopardized the flow of ideas. Candidates demonstrated simplistic dovn-to earth thinking and meaning was clear. Attempt to use new words was made but ‘some confusion shown. They were able to transfer information correctly with some grammatical, spelling and punctuation errors. Development of ideas was insufficient. Sentence structures were bogged down by multiple word errors and were rather monotonous. Majority of the candidates are in this group. For Section A, candidates were able to construct a few grammatically correct sentences. Bahasa Inggers 2 ‘Kupasen Mums Jawegian UPSR 2005For Section B, they were able to transfer all the given information correctly with some grammatical errors, For Section C, most of the candidates used simple sentence and phrase level construction. They attempted to use new words and phrases with little confusion. Few errors occur but proficiency was detected, Low Achievement Group Candidates were not able to perform most of the tasks. Most were able to give responses at word or phrase level extracted from given notes and places them correctly in the given blanks, Their response indicated minimal understanding of the requirements of the task. Ideas were barely developed with stringing of words, was a common feature. Choice of words and sentence structures reflected mother tongue interference. Some merely lifted the given words directly or made minor inclusion of owns words resulting in meaningless sentences for section A and Section C. DETAILED PERFORMANCE SECTION A Question 4 boy ~ spectacles —The boy i ring a_pair_o? spectacles now. te Candidates were able to describe the subject in the picture and construct a sentence either in the present, past or continuous tense correctly. They were able to use the correct verbs ~ wears, wore and is wearing, and used the correct quantifier ~ a pair of )The b has £_< pecttecl. a Bs Candidates were able to write a simple sentence correctly but it does not describe the picture. Although the sentence is grammatically correct, no mark is awarded, as it does ot comply with the given picture “Bahasa Inger 3 “Kupason ut Jawapan UPSR 2008 teA boy the spectacles . Bou i +he spectacles ‘The majority of low achievers simply inserted some common sight words in between the given words to complete their task, often resulting in incorrect sentences formed. They used wrong articles for spectacles, Question 2 ~ dishes — kitchen D) Mei ling washes the dishes in the kitchen every morning « a J wf Candidates were able to describe the subject in the picture and construct a sentence either in the present, past or continuous tense correctly. They were able to identify the action — washing dishes, cleaning the dishes. They were also able to use the correct preposition - jn the kitchen 3 Ste Wine, Ai cher ie. thy kitchen Candidates were able to write a simple sentence correctly but it does not describe the picture. Although the sentence is grammatically correct, no mark is awarded as it does, ot comply with the given picture and also wrong use of preposition - at Bahasa ingens 4 Fapasan Mute Jewapan UPSR 20089 She Atshes the, kitchen Fi The candidates were confused with the meaning of the word ‘dishes’. Some of them omitted the article “the”, Question 3 = turtle — sea ) That sed_ctur He _is_swinning 1m the 5¢q, ! The high achievers were able to construct grammatically correct and meaningful sentences. They were able to use the correct noun for turtle —sea turtle. Ane turtle _\6 oy the sea. ) Te _tutel in sian io th 200. They managed to write sentences using the given words but they do not describe the picture. Some of them spelled the word ‘turtle’ and ‘swimming’ wrongly — turtel, swiming Bahesa inggers 5 Expasan Mutu Jawapan UPSR 2008The turtle sisuisea + The low achievers were unable to write using correct preposition. There were also sentences with omission of article. They were unable to construct good sentences mainly because they do not know the meaning of the words given, due to limited command of vocabulary, Question 4 team — trophy Od} J’am phy. Ta tiday- The candidates were able to use appropriate verbs - won, wins, get, got, receives, received Th has. ony hy just now The candidates were able to write but they used wrong tenses — has won just now Me team ig a tropha . The candidates failed to construct good sentences due to not understanding the meaning of the words given iwapan UPSR 2008 7 IngeQuestion § The frurke are wrapped into a _hamper f The candidates were able to construct simple sentences to describe the picture. They were also able to use the phrase ‘wrapped into’, ‘wrapped as’ Th wrapped the Priits inside re ha per ‘They were unable to use the words given to describe the picture. Some of them changed the form of the given words. They also used incorrect preposition and there were also errors in subject-verb-agreement. It is oa Pets a hamper That oranges frwts the hamper. ‘The candidates in this group were confused with the meaning of the word ‘hamper’. Bahasa Inggeri= 7 “Kupason ut Jawapan UPSR 2008Question 6 Tooking — goldfish They are locking at the goldfish in toe) Fish bowl: e aa The high achievers were able to construct good sentences and describe the picture using correct phrasal verb — ooking at. They were also able to identify fish bow!” ey ave lookin rth tf 1. Tom ‘A majority of the candidates failed to use the correct phrasal verb. Thy (eles leokicey a: the golatish Most candidates merely inserted words at random because their vocabulary was very limited and they have not mastered basic grammar items. Bahasa Taggers 8 ‘Kupasan Mune Jenwapan UPSR 2008Question 7 ‘enjoys — newspaper et eh The candidates in this group were able to use both words intelligently. They have mastered part of the speech quite well the Plier o : Most of the candidates did not understand the use of word “enjoys”. The _enjous ~ the _hewspaper. The candidates merely stringed the given notes with no understanding. Baha Inggers 9 “apes Aut Jewapan UPSR 2008Question 8 hibiscus — national The kbs. ve Sie shoes oF Malayso. The candidates could write simple sentences with correct punctuation. They understood the given words well to construct a correct statement. They were also able to use appropriate possessive adjectives. Th hisses 7 ieee Some candidates were confused with the function of the articles ‘a’ and the’ which convey different meanings, while others merely omitted them in their sentences, The candidates in this group have limited knowledge of the use of preposition and possessive adjectives. They were unable to make a correct simple sentence. Bahasa Inggeris, 10 ‘Kupasan Mut Jancapans UPSR 2008Question 9 ~ beehive ~ tree Thee is 2 beohive hhangig on Yo +h. The candidates were able to describe the pictures using the correct preposition, Theo is a hechwe on te tree r Some candidates could not use the correct preposition to desoribe the picture. Some of them did not use suitable words in the sentences. at é tee. Th ma Wve. Most of the candidates did not understand the meaning of the word ‘beehive’ Baara inggeris 1 “Kupasan Mut Jewapan UPSR 2008Question 10 The candidates were able to identify the activity in the picture to construct a grammatically correct sentence. The taxt-com serttne pass ergets: The candidates were confused in the use of preposition ‘by’ and ‘in’ in their sentences. They were also some confusion in their tenses, The tai ad the passenger. Most of the candidates were not able to understand the word ‘sent’ so they were unable to construct a simple sentence. Bahasa Taggers, 12 “Kupasan Mutu Jawapan UPSR 2008SECTION B This question requires the candidates ta understand the content of the advertisement in order to correctly transfer the relevant information to a dialogue. PERMAT RESORT BUKIT ANGKASA Enjoy the cable car ride to our resort 4 30 minutes ride to the top of Bukit Angkasa ¥ View Permai Waterfalls at Angkasa Cliff Tasty traditional food by our chefs at Sri Bayu Restaurant For further information: Tel : 04 9153426 Fax : 04 9153427 The high achievers were able to transter the information camectly and appropriately. They used comect punctuation and were able to acd suitable words, interesting phrases and expressions to form correct sentence structures because they have mastered their grammar as well as their vocabulary Mary candidates in the average group and mast of the low achievers managed to transfer the correct information with some grammatical, spelling and punctuation errors. Most of the low achievers were unable to piaoe the correct information in the respective blanks, This happened due to students not mastering the grammatical tems and lack of vocabulary. Some af the average achievers and majorty af the low achiovers cid not fully understand the text and the task required of them Bahasa gers 13 pasar ha Sawapan UPR 2008Here are some common errors committed by the candidates: ‘QUESTIONS | CANDIDATES’ CANDIDATES” ‘COMMON ERRORS STRENGTH WEAKNESSES DETECTED Section B No. 11 © Able to transfer |- Wrong spelling PERMAI RESORT information - Punctuated wrongly |- Permai resort correctly with = either caption or The Permai Reost correct lower case Permat Resort punctuation and |- Unnecessaryatticle |- permai resot spelling - Redundancy Pemai Resort, Bukit ‘Angkasa No. 12 © Abletotransfer |- Transferred directly cable car information with |- Omission of article acarble car correct phrase |- Incomplete enjoy the cable car ride -althe cable car | information to our resort ride = Wrong information ride a cable car - Incorrect spelling acar ride - Addition of 30 minutes unnecessary information No. 13 * Transferred _|- direct transfer ‘30 minits information - wrong spelling of 30 minute ‘minutes’ 30 minutes ride to the top correct - Redundancy of Bukit Angkasa grammar and | - Wrong information 30 minutes to reach the spelling resort - identified 30 acable car minutes as half an hour No. 14 ~* Able to transfer |- Wrong use of articie |- view Permai Waterfalls information - Wrong spelling of to View Permai correctly and ‘Waterfalls’ Waterfalls intelligently - Omission to! Permai Waterfall - tohaveaview |- Punctuation to see the waterfalls, of Permai Permai Water Falls Waterfalls permai waterfalls - tosee the view of Permai Waterfalls No. 15 * Transferred [- Transferred tasty traditional food by information information directly our chefs intelligently with | with no changes eat tasty traditional food correct - Wrong tenses ate traditional food by our grammar - Did not change the chefs possessive adjective |- had dinner ‘our enjoyed tradisional food Omission of verb Inappropriate use of meal time Bahasa Inggers 14 ‘Kupasen Mums Jawegian UPSR 2005Please refer to the sample scripts below. High Achievers ‘of SIK(T) Ladang Lipis went Last school holiday, the teachers and pupil for trip to fermai Resart ___, Bukit Angkasa. an Imey had to ke _@Q cable ge to reach Ine resort. The journey took 30 minutes sae ima Jong the way, they stopped at Angkasa cut_tp view Fermai fall: . te tast tonal fod ay oe eee chet jat Sti Bayu Restaurant before leaving the resort in the afternogn. Average Achievers Last schoo! holiday, the teachers and pupils of SIK(T) Ladang Lipis went for a wip © Rermai Resort Bukit Angkasa. ay ‘They had to take "the colle ca ple. to reach the eso Te Journey tok BO minal cide He hpi Bilt The journey ad ‘Along the way, they stopped at Angkasa courte view fe emai \wlaterfell rey Bes tay ate Sn oy he ae TA ‘at Sci Bayu Restaurant before leaving the resort in the afternoon. Last school holiday, the teachers and pupils of SJK(T) Ladang Lipis went foratipto __ feernoi __ Resoc* _, Bukit Angkasa GD ‘They had to take “eodate cor to reach a the resort. The journey took AWicky ainutes 3) Along the way, they stopped at Angkasa Clir__*O View Terrmat Locker Fats they hod They lunch, rosty Acaditio] aaa Bae os © aur creof a Sn Baya Retiaurant before leaving the resort in the afternoon, PSR 2008Low Achievers ast schoo! holiday, the teachers and pupiis of SIK(T) Ladang Lipis went fora tip to PeEQmal. Kesoet BUb]1 Aneic#S A, Bukit Angkasa, any ‘They had to take able car. to reach —cable car, —_ the resort. The journey took 30 minuter a3) Along the way, they stopped at Angkasa Cliff” rasa Ferma? W oterfelig od Aagkese Clif. They ash tralitist ood) ‘at Sri Bayu Restaurant before leaving the resort in the afternoon. Last schoo! holiday, the teachers and pupils of SJK(T) Ladang Lipis went foratipte Permar Besbet jo, Bukit Angkasa or a tip to Ae th? co gor cid@ to reach Abejoe oF ‘They had to ta the resort. The journey took 20 minujes ‘¢j Bult PA a Lay — ~ Along the way, they stopped at Angkasa Cliff VIZO® Be cma, Wadtac Fa j/s They took Pood ky cue cha at Sri Bayu Restaurant before leaving the rezort in the aflemoon. ‘Kagasan Mute Jamapean UPSR 2008 “Bahasa Inggeris 16 meSECTION C Candidates from the high achievers group were able to write simple and compound sentences. Some of them even wrote complex sentences using appropriate and interesting expressions by utilizing the stimuli to express their ideas. Hence, they were able to fulfill their task well. Their responses reflected clear understanding of the task and they were able to provide informative details. They showed confidence and possession of good command of the language to write their story creatively. Their sentence structures were varied with hardly any errors. They also used suitable and appropriate connectors to sequence the story line to sustain the interest of the readers. ‘These proved that they had a wide range of vocabulary and had mastered the grammar rules very well, showing flair of the language and full understanding for the requirements, ‘of the question. Candidates in this average category showed basic understanding of the language to fulfil the task required from them. The development of ideas were sufficient but with muttiple words errors. Some of them were able to fuffll the task partially by using simple and compound sentences with some grammatical errors. They also committed errors in spelling, punctuation and used inappropriate words to fulfill the task. Most of the candidates in this group did not understand some of the given words to construct sentences. For example, the phrases ‘prepare’, the words ‘celebrate’, and ‘enjoyed’. ‘Some candidates used the expressions inappropriately. They were unable to identify the main subject of the story and mostly not in chorological order, Although some interest was aroused, the story was not sustained. Candidates in the low achievers group showed minimum understanding of the requirements of the task. The ideas were barely developed. They made serious errors in grammar and sentence structure. There was some stringing of words in their sentences. The responses were mostly disorganized and almost incomprehensible due to poor ‘command of the language, limited vocabulary, and poor grasp of the language. They were also confused with the meanings of a phrase and words in context. The choice of words and sentence structures reflected mother tongue interference. They were unable to guess the meanings in context although stimuli were given. Hence, they gave wholesome direct lifting of the given words. The language used was uncertain and inaccurate. Bahasa Inggers 7 ‘Kupasen Mums Jawegian UPSR 2005‘QUESTIONS | CANDIDATES’ CANDIDATES” ‘COMMON ERRORS STRENGTH WEAKNESSES DETECTED Section C = Able to write Unable to identify the |- for celebrate simple and main subject of the to celebrate compound story grandfather birthday sentences Confusion with the party using words ‘prepared’, enjoyed happily appropriate ‘celebrate’ and Mary and his brother and “enjoyed” They enjoyed interesting Unable to use correct | _theyselves/themself expressions grammar They blew the candles to fulfill their Not in chronological and cut the cakes. task well. order enjoyed to eat © Showed good |- Wrong possessive They were very understanding adjectives and enjoyed andcommand | __feflexive pronoun prepard a cake of the Error in possessive ‘They arranged the food language noun ~ grandfather at the table Used the birthday celebrate at the garden given words ‘Wrong use of house appropriately | quantifiers Mary who is Redundancy hardworking girl and Memorizing of her kind brother helped * Able to use expressions and some candidates use their beautiful mother arses to prepare a big and time the expressions delicious cake to indications inappropriately celebrate their lovely ard Wholesome direct grandfather's birthday. Connectors to | liting of given words |~ lovely grandfather Sequence the | or merely inserting many foods story, words at random helped to prepared © Gocd which conveys no land my brother micaicien meaning helped my mother and ended Influence of mother They sang the birthday tongue music the story well. | Story written too long |- Birthday which leads to Grandfatherigrandfathe confusion t Wrong word order Celeberat/celebrat Have candles in the cake They sang the song blew offfup the candles blow candles cut the cake into pieces ‘ahaa Taser 6 epar ats fcpen UPS 2008,SECTION C — beped ~ mother ~ prepare — celebrate Sample Scripts of High Achievers Sample 1 {ily and hee fanily ore ry odidhboure. They ace very ind. Last | ther fepare. for the cation. J s "i a : ft a con tne Atacand a fable. P Iiy also put_come presents and _band- wcrc ont | ial r very, s: | Fwrypne had a cemoriable Time together. | Bahasa Inggeris 19 ‘Kupasan Mum Jawapan UPSR 2008Sample 2 sot Sunda Mandy raped! her mater “b frepore she earl That viatted to celebrate thé atanclerther’'s Lith a. Mandy aol hor brother arranged! the delicious Lead othe tale Th 4 caleprited Ihc ctoocMecthec’s bicthelay vo the beautify ‘aude. They 204 shy lich S004 After “that Mandy's aad bbw te ca Sand aid she cake, Trey the and if J Sample Scripts of Average Achievers Sample 4 David and hiv, gistes dt thar te (2 tbe, tingsWhen their celebrate granceclhor & lirthda 5 J a) Lye on the table at the Bahasa Inggeris 20 ‘Kupason Mutu Jawapan UPSR 2008‘Sample 2 T ond_my sister are helped_msther to prepare. som food becouse to celebrate ny grand {ster birthtay. 2. eee, We orran he food on the toble oorden. We gang hoppy bithday To avon rovdfather blew the candles. Mu grandfather cut the cake . We ave enjoyed celebrate grandfather birthday. ‘Sample Scripts of Low Achievers ‘Sample 1 Ar gud Mai Lng vill helped bis eller quzare ta cclebedts eobe Ali oo tei Ling fale Seek ‘our on the table garden. ‘ a {lent the, Wg tamiy wll tg to mygennfslac Ned tees Sather with se hay cake enjoys § my geen 3 Bahasa Inggors 24 “Kupasan Mutu Jawapan UPSR 2008‘Sample 2 They are helped your wether ar prepare wh a celebrates They ace arranged _a food into the table an My forty Seng a blew 9 candles a cut an enjoyed - SUGGESTIONS TO CANDIDATES. 1 Use more English in everyday activities both in written and spoken form to improve language proficiency and confidence. Lear to write neatly, clearly and legibly understanding of the different functions of the rules of grammar. Do lots of exercises on the different aspects of grammar in order to have a better 4, Read materials in English intensively and extensively in order to have more ‘exposure in a variety of English forms and structures. 5. Use the dictionary whenever in doubt as improving your dictionary skills will eventually help you widen your vocabulary thus making the usage of English easier. Always make a practice to ask when in doubt or when unsure of vocabulary. guide books from Year 1 to 6 and construct sentences from them, Try to memorize and understand the list of vocabulary listed in the teacher's 8 Study all the pictures as well as understanding the words and notes given and try to construct simple sentences based on them first, before proceeding to ‘compound sentences. 9. Study all the information and detaiis given in the text carefully before attempting to transfer them. Practice as many exercises as possible to make yourselves, familiar with the task. 10. Study the pictures carefully and build sentences based on the pictures and words given. Then, proceed to building a short paragraph and lastly a complete ‘composition. 11. For Section A, try to construct one simple sentence for each picture. For Section C, avoid over doing or using too many adjectives to describe each and every noun, 12, Prepare a picture dictionary and try to write simple phrases and simple sentences to describe the picture. Bahasa Irggeris 22 Kigpasan Mit Jawepan UPSR 2008SUGGESTIONS TO TEACHERS 1. Encourage pupils to use English in everyday activities, 2. Produce supplementary materials suitable for pupils and use them extensively and intensively. Carry out reading, comprehension as well as spelling activities based on them. By reading the text, answering comprehension questions and spelling the ‘words in the text, will improve the pupils' overall command of the language. 3. Compile UPSR question papers and let the pupils practise answering them as part of the classroom activities. 4. Arouse pupils’ interest in learning English by having games, spelling competitions, ole-plays, songs, jazz chants and etc. 5. Teachers need to stress and train students to read and follow rubrics and instructions carefully 6. Train pupils the proper and correct basics in handwriting skills (formation of letters, the alphabets need to be clear and precise. 7. Stress the importance of spelling and dictation. Have regular exercises on them. 8. Have plenty of exercises on the basics of punctuation (upper case, lower case, full stops, and commas) 9. Pupils need to be trained to copy correctly and accurately. 10. Weaker pupils need to be trained to write phrases and then simple sentences. 11. Have varied written exercises with clear instructions for pupils to practice and learn them as regularly as possible. 12. The basic of English grammar is the key to the learning of the language. 13, Mastery of the minimal word list in the Syllabus Specification is of utmost importance. Have a check list of vocabulary and grammar items to teach your pupils. 14, Teach the pupils to learn through understanding and not memorizing items taught. 15, Teach or encourage highfliers to use adjectives, adverbs, idiomatic expressions, proverbs and similes in a variety of sentence structures. 16, Have model writings for the average and slow leamers as a guide for them to write. 17. Have open and informal oral discussions to encourage pupils to think critically and creatively. 18, Remind pupils to vitite simple and correct sentences for Section A of Paper 2. They must not change the form of the words. 19 Guide pupils to write creatively for Section C. Bahasa Inggers 23 ‘Kupasen Mums Jawegian UPSR 2005