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 BUKIT CAHAYA MURNI

ALAMAT : SEREMBAN

: NEGERI SEMBILAN

TARIKH PELAPORAN : 15/6/2018

Sila tentukan peringkat pentaksiran
MATA PELAJARAN NAMA GURU MATA PELAJARAN: CIK ALYA KHALISAH BT HADI Pentaksiran Pertengahan Tahun
BAHASA INGGERIS KELAS: TAHUN 2 MAWAR 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 AHMAD BIN SULAIMAN 123356-78-9413 L 2 2 3 4 4
2 SITI ROKIAH BINTI ALI 133456-78-9412 P 1 2 2 4 4
3 MOHD RAMLI BIN SHUKRI 120001-78-9413 L 4 3 3 4 3
4 NORAINI BINTI KASIM 123876-78-9416 P 5 5 3 4 3
5 ALIAS BIN OMAR 126100-08-9417 L 3 3 2 4 3
6 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9413 L 6 6 5 4 3
7 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9414 L 6 6 5 4 3
8 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9415 L 6 6 5 4 3
9 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9416 L 6 6 5 4 3
10 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9417 L 6 6 5 4 3
11 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9418 L 6 6 5 4 3
12 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9419 L 6 6 5 4 3
13 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9420 L 6 6 5 4 3
14 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9421 L 6 6 5 4 3
15 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9422 L 6 6 5 4 3
16 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9423 L 6 6 5 4 3
17 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9424 L 6 6 5 4 3
18 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9425 L 6 6 5 4 3
19 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9426 L 6 6 5 4 3
20 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9427 L 6 6 5 4 3
21 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9428 L 6 6 5 4 3
22 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9429 L 6 6 5 4 3
23 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9430 L 6 6 5 4 3
24 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9431 L 6 6 5 4 3
25 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9432 L 6 6 5 4 3
26 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9433 L 6 6 5 4 3
27 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9434 L 6 6 5 4 3
28 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9435 L 6 6 5 4 3
29 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9436 L 6 6 5 4 3
30 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9437 L 6 6 5 4 3
31
32
33
34
35
36
37
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)
EN. TAN KAR HOCK
GURU BESAR
SK BUKIT CAHAYA MURNI
 SK BUKIT CAHAYA MURNI
SEREMBAN LOGO
NEGERI SEMBILAN SEKOLAH
15 June, 2018 NOTA : JANGAN PADAM

BAHASA INGGERIS ###

###
Nama Murid AHMAD BIN SULAIMAN ###
No. MY KID 123356-78-9413 ###
Jantina L ###
Kelas TAHUN 2 MAWAR ###
Nama Guru CIK ALYA KHALISAH BT HADI ###
Tarikh Pelaporan 15 June, 2018 ###
###

Tahap Penguasaan Keseluruhan ###

BAHASA INGGERIS 4 PENTAKSIRAN AKHIR TAHUN
###

Berikut adalah pernyataan bagi

Pupil works towards exceeding expectations for the curriculum target.
Tahap Penguasaan keseluruhan
###
###

TAHAP
MATA PELAJARAN KEMAHIRAN TAFSIRAN
PENGUASAAN

###

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

###

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

###
• 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.
MEMBACA (READING) 3
• Uses picture dictionary and appropriate word attack skills to understand specific meaning with support from the
teacher.
###

• Writes simple sentences by using appropriate language form and style with minimal support from the teacher.
MENULIS (WRITING) 4 • Organises basic information using correct punctuation and spelling with minimal 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 ALYA KHALISAH BT HADI EN. TAN KAR HOCK ###
GURU MATA PELAJARAN GURU BESAR ###
SK BUKIT CAHAYA MURNI SK BUKIT CAHAYA MURNI ###
###
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 BUKIT CAHAYA MURNI Guru Mata Pelajaran: CIK ALYA KHALISAH BT HADI
Kelas TAHUN 2 MAWAR

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 1 1 1 1 1 25 BIL. MURID 0 2 2 0 1 25

30 30
25 25
25 25
20 20
15 15
10 10
5 5
1 1 1 1 1 2 2 1
0 0
TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
TP0 1 TP 2 TP 3 TP0 4 TP 5 TP 6

JUMLAH 30 MURID JUMLAH 30 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 2 3 0 25 0 BIL. MURID 0 0 0 30 0 0

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

JUMLAH 30 MURID JUMLAH 30 MURID