Manual Pentadbiran Instrumen Saringan Membaca - Tahun 2 2014

1
Manual Instrumen Membaca

Saringan 2, Tahun 2 (2014)
Hak Cipta Kerajaan Malaysia 2014

KEMENTERIAN PENDIDIKAN MALAYSIA
NKRA PENDIDIKAN

LINUS2.0 (LITERASI BAHASA INGGERIS)

MANUAL
PENTADBIRAN INSTRUMEN
LITERASI MEMBACA
TAHUN 2
2014

(SARINGAN 2)

*Sila rujuk dokumen ini sebelum dan semasa mentadbir instrumen
2

KANDUNGAN
Kaedah Pentadbiran 3 - 6
Prosedur Pentadbiran Instrumen
Penggunaan Manual
Tatacara Pengisian Borang Pelaporan Penguasaan Individu (BPPI)
Penetapan Murid ke Program LINUS2.0 atau Arus Perdana

Pentadbiran Instrumen 7 - 18
Konstruk
Arahan Guru
Tindakan Murid

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KAEDAH PENTADBIRAN INSTRUMEN LITERASI MEMBACA

PERKARA KAEDAH PENTADBIRAN

Pentadbiran

Instrumen literasi membaca mengandungi 12 konstruk.
Instrumen ini ditadbir secara lisan secara berterusan semasa waktu Bahasa Inggeris.
Instrumen ini ditadbir mengikut urutan konstruk.
Setelah kesemua konstruk ditaksir, pentaksir boleh mengulang mana-mana konstruk yang belum
dikuasai oleh murid.
Murid boleh memberi respons secara mengeja dan membaca.
Dicadangkan murid duduk bersebelahan pentaksir ketika pentaksiran dilaksanakan.
Pentadbiran instrumen ini haruslah dilakukan secara telus dan jujur.
Kesemua konstruk hendaklah ditaksir dalam tempoh yang ditetapkan.
Setiap konstruk yang disaring hendaklah diisi dalam Borang Pelaporan Penguasaan Individu
(BPPI).

Penggunaan Manual
Manual Literasi Membaca ini perlu dirujuk oleh pentaksir.
Manual ini merupakan panduan mentaksir 12 konstruk Literasi Membaca dan skema jawapan
disertakan.
Pentaksir hendaklah membaca manual ini dengan teliti dan memahaminya sebelum mentadbir
instrumen.
4


Cara Mengisi Borang
Pelaporan
Penguasaan Individu
(BPPI)

Borang Pelaporan Penguasaan Individu adalah dokumen rasmi dan wajib diisi oleh pentaksir
dengan jelas dan telus. Borang ini mestilah diisi menggunakan dakwat kekal (pen).
Pentaksir perlu melengkapkan BPPI dengan nama murid, kelas dan tahun.
Pentaksir perlu mencatat penguasaan murid bagi setiap konstruk pada ruang yang disediakan.
Pada akhir tahun BPPI yang telah lengkap diisi hendaklah disimpan dalam fail peribadi murid
untuk tujuan rujukan.
BPPI hendaklah dibekalkan kepada murid yang berpindah.
Tahap penguasaan minimum bagi Literasi Membaca dan Menulis adalah seperti berikut:

Konstruk
Saringan 2 Penguasaan Saringan 2
Membaca Kuasai
Belum
Kuasai
Menulis Kuasai
Belum
Kuasai
Kuasai
Belum
Kuasai
1
3
4

3
4

2
3
4

3
4

3
2
3

2
3

4
2
3

2
3

5
2
3

2
3

6
2
3

2
3

7
3
4

3
4

8
3
4

2
3

9
3
4

2
3

10
3
4

3
4

11
2
3

2
3

12
2
3

2
3

5


Penetapan Murid ke
Program LINUS2.0
atau Arus Perdana

Penguasaan konstruk dalam kedua-dua literasi membaca dan menulis diambilkira bagi
menentukan sama ada murid memasuki Program LINUS2.0 atau mengikuti Arus Perdana.
Murid yang memasuki Program LINUS2.0
o Tidak menguasai mana-mana konstruk 1 hingga konstruk 12.
Contoh:
Konstruk
Membaca Kuasai
Belum
Kuasai
Menulis Kuasai
Belum
Kuasai
Kuasai
Belum
Kuasai
1
3
4

3
4

2
3
4

3
4

3
2
3

2
3

4
1
3

2
3

5
2
3

1
3

6
2
3

2
3

7
3
4

3
4

8
3
4

2
3

9
3
4

2
3

10
1
4

3
4

11
1
3

1
3

12
1
3

1
3

6


Murid yang memasuki Arus Perdana
o Menguasai kesemua konstruk 1 hingga konstruk 12

Contoh:
Konstruk
Membaca Kuasai
Belum
Kuasai
Menulis Kuasai
Belum
Kuasai
Kuasai
Belum
Kuasai
1
3
4

3
4

2
3
4

3
4

3
2
3

3
3

4
2
3

3
3

5
2
3

3
3

6
2
3

2
3

7
3
4

4
4

8
3
4

3
3

9
3
4

2
3

10
3
4

3
4

11
2
3

3
3

12
2
3

3
3

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PENTADBIRAN INSTRUMEN
TUGASAN
(KONSTRUK)
ARAHAN GURU TINDAKAN MURID

C1: Able to identify and
distinguish letters of
the alphabet.

Explanation:
Ability to identify and
distinguish the shapes of
letters.

1. Teacher reads the example given.

2. Teacher asks pupil to read the underlined
letters in the given words.

Example:

l

1. Pupil reads the underlined letters in the
given words

w

r

f

x

Note:

This item carries 4 marks.

Pupil needs to get a minimum score of 3
out of 4 to pass this construct.
lamp
wave
strong
friend
mix
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C2: Able to associate
sounds with the letters of
the alphabet.

Explanation:
Ability to say aloud the
sounds of the phonemes.

1. Teacher says the sound of the underlined
letter in the example given.

2. Teacher points to underlined letters and
pupil says the sounds.

Example:

- - / b /

Pupil says the sounds of the underlined
letters.

- / z /

- / /

- / /

- / /

Note:



bag
maze

sing
shine
teeth
9


C3: Able to blend
phonemes into
recognisable words.

Explanation:
Ability to blend sounds of
phonemes into
recognisable words.

1. Teacher reads the example given.

2. Teacher guides the pupil by pointing to
the segmented word.

Example:

Note: Full mark is awarded if pupil is able to
read the whole word aloud without
segmenting it.

Pupils reads the words given.

1. shop

2. robot

3. queen

Note:



ven se
shop
bot ro
n ee qu
10


C4: Able to segment
words into phonemes.

Explanation:
Ability to segment words
into phonemes.

1.Teacher reads the example given and
segments it.

Example:

=

1. Pupil reads and segments the words into
phonemes.

1. =

2. =

3. =

Note:



pencil
pen cil
basket
ket

bas
August
gust Au
banana
na na ba
11


C5: Able to understand
and use the language at
word level.

Explanation:
Ability to understand and
use the language at
word level.

1. Teacher points to the picture in the
example given and says the word aloud.

Example:

socks

2. Teacher points to the pictures given and
asks pupil to point to and read aloud the
correct word.

1. Pupil looks at the picture given and
points to the correct word.
2. Pupil says the word aloud.

1. cupcake

2. doctor

3. eraser

Note:
12


C6: Able to participate
in daily conversations
using appropriate
phrases.

Explanation:
Ability to participate in
daily conversations using
appropriate phrases.

1. Teacher asks pupil to read and choose
the correct responses.
2. Teacher may guide by describing the
pictures.

1. Pupil reads and chooses the correct
responses.

1. Happy Birthday! =

2. Well done! =

3. Get well soon. =

Note:

13


phrase level in linear
texts.

Explanation:

use the language at
phrase level in linear
texts.

1. Teacher asks pupil to read the phrases
and point to the correct picture.

1. Pupil reads the phrases and points to the
correct pictures.

1. buying vegetables =

2. holding a balloon =

3. sleeping under a table =

4. reading a book =

Note:


14


phrase level in non-
linear texts.

Explanation:
use the language at
phrase level in non-linear
texts.

1.Teacher asks pupil to look at the picture
given.

2.Teacher asks questions based on the
picture and pupil answers them

Questions:

1. Where do you think this is?

2. What is the boy doing?

3. What is the man doing?

4. What is the woman doing?

Note: Teacher can rephrase or simplify the
question where necessary.

1. Pupil looks at the picture given.

2. Pupil answers the questions.

Answers:

1. in the garden

2. sweeping the leaves

3. watering the plants

4. planting some flowers

Note:


15


C9: Able to read and
understand sentences.

Explanation:

Ability to read aloud
sentences with
guidance.

1.Teacher asks the pupil to read the
paragraph given.

1. Pupil reads the paragraph aloud.

Note:
This item carries 4 marks. (Every correctly
read sentence is awarded one mark.Only
one error or mispronounced word in each
sentence is accepted). Pupil needs to score
a minimum of 3 out of 4 to pass this
construct.
Azmi visits his grandparents in
Johor. He swims in the river. He
eats a lot of fruits. Azmi loves his
grandparents very much.

16


sentence level in non-
linear texts.

Explanation:
Ability to read sentences
and point to the correct
pictures that describe
them correctly.

1. Teacher asks pupil to read the sentences
given and point to the correct pictures.

1.Pupil reads the sentences and points to
the correct pictures.
1.

2.

3.

4.

Note:
Nita likes dancing.
Halim plays football in
the school field.
Kumar catches a fish.
Mr. Chong drives to work every day.
17


paragraph level in linear
texts.

Explanation:
Ability to read and
understand sentences in
a paragraph.

1.Teacher asks pupil to look at the picture
given.

2.Teacher asks pupil to read the paragraph
and then answer the questions below.
3. Teacher chooses only three questions to
ask the students.

Questions:
1. Who is Miss Yuna?
2. What does she teach?
3. Where does she live?
4. How does she go to school?

1. Pupil looks at the picture given and reads
the paragraph aloud.

2. Pupil answers the questions.

Answers:
1. Teacher / A teacher / Miss Yuna is a
teacher / English teacher
2. English / She teaches English.
3. Kuala Lumpur / She lives in Kuala Lumpur
/ KL
4. car / drives / she drives to school / in a
car

Note:
Miss Yuna is a teacher. She teaches
English in my school. She lives in
Kuala Lumpur. She drives to school
every day. We love Miss Yuna very
much.
18


C12: Able to construct
sentences with
guidance.

Explanation:
Ability to string words
given into sentences and
read them aloud.

1. Teacher asks pupil to make sentences
with the given phrases.

2. Teacher asks pupil to read the sentences
aloud.

1. Pupil looks at the pictures given and
makes sentences.

2. Pupil reads the sentences aloud.

Answers:
1. A doctor works in a hospital.

2. A baker works in a bakery.

3. A fishmonger works in a market.

Note:



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