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 : SJKT LADANG PADANG MEIHA

ALAMAT : PADANG SERAI

: KEDAH

TARIKH PELAPORAN : 30.10.2018

Sila tentukan peringkat pentaksiran
MATA PELAJARAN NAMA GURU MATA PELAJARAN: N.CHANDRAKUMARI A/P NADARAJAH Pentaksiran Pertengahan Tahun
BAHASA INGGERIS KELAS: TAHUN 2 Pentaksiran Akhir tahun

TAHAP PENGUASAAN BAGI SETIAP BIDANG

NO. MY KID / NO. TAHAP PENGUASAAN
BIL. NAMA MURID JANTINA KESELURUHAN
KAD PENGENALAN MENDENGAR BERTUTUR MEMBACA MENULIS
(LISTENING) (SPEAKING) (READING) (WRITING)
1 DURKASHEN A/L RAVI 100909-08-0953 L 2 2 3 3 3
2 KUGANSWARAN A/L TAAZAN 101001-07-0581 L 1 1 1 2 2
3 NALINI NAIDU A/P MUTHU KUMAR 100818-02-1210 P 2 2 3 3 3
4 NIVEIN A/L KALITHASAN 100202-02-0965 L 4 4 4 4 4
5 PUVARASAN A/L MOGAN 100627-02-0127 L 2 1 2 3 2
6 RITHIKA A/P KRISHNAN 100525-02-0732 P 3 3 4 4 4
7 ROSHAN A/L PARAMAGURU 100401-07-0463 L 2 2 2 3 3
8 SAATHURYEN A/L RAJANDRAN 100825-02-1091 L 2 2 2 3 3
9 SANGITHAN A/L PARTHIPPEN 100827-02-0949 L 1 1 1 2 2
10 SRITHAAR A/L DEVAMOORTHI 100316-02-0963 L 2 2 1 2 2
11 THANUSHANTHAN A/L ALAGESAN 100719-02-1039 L 3 3 3 3 3
12 THUNGKES A/L KANAPATHY 101010-02-1159 L 4 4 4 4 4
13 TOMAS A/LSANGKARRAMAN 101010-07-0735 L 3 3 3 3 3
14 VAISHNAVEE A/P KUNALAN 100709-02-0550 P 4 4 4 4 4
15 YUVANESH A/L GANES 101012-02-1275 L 4 4 4 4 4

_____________________________________
EN.JEYENDARAN A/L MARIMUTHU
 NO. MY KID / NO. TAHAP PENGUASAAN
BIL. NAMA MURID JANTINA
KAD PENGENALAN MENDENGAR BERTUTUR MEMBACA MENULIS KESELURUHAN
(LISTENING) (SPEAKING) (READING) (WRITING)
GURU BESAR
SJKT LDG PDG MEIHA

26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
 NO. MY KID / NO. TAHAP PENGUASAAN
BIL. NAMA MURID JANTINA
KAD PENGENALAN MENDENGAR BERTUTUR MEMBACA MENULIS KESELURUHAN
(LISTENING) (SPEAKING) (READING) (WRITING)
51
52
53
54

…………………………………………………
EN. TAN KAR HOCK
GURU BESAR
SJKT LADANG PADANG MEIHA
 SJKT LADANG PADANG MEIHA
PADANG SERAI LOGO
KEDAH SEKOLAH
30.10.2018 NOTA : JANGAN PADAM

BAHASA INGGERIS ###

###
Nama Murid DURKASHEN A/L RAVI ###
No. MY KID 100909-08-0953 ###
Jantina L ###
Kelas TAHUN 2 ###
Nama Guru N.CHANDRAKUMARI A/P NADARAJAH ###
Tarikh Pelaporan 30.10.2018 ###
###

Tahap Penguasaan Keseluruhan ###

BAHASA INGGERIS 3 PENTAKSIRAN AKHIR TAHUN
###

Berikut adalah pernyataan bagi

Pupil achieves expectations for the curriculum target.
Tahap Penguasaan keseluruhan
###
###

TAHAP
MATA PELAJARAN KEMAHIRAN TAFSIRAN
PENGUASAAN

###

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

###

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

BAHASA ###
INGGERIS
• 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 support from the teacher.
MENULIS (WRITING) 3
• Organises basic information using correct punctuation and spelling with support from the teacher.

###
###
###

ULASAN TAMBAHAN ###

(Jika ada) :
###
###
###
###
###
###
###
………………………………………………………………………… ………………………………………………………………………… ###
N.CHANDRAKUMARI A/P NADARAJAH EN. TAN KAR HOCK ###
GURU MATA PELAJARAN GURU BESAR ###
SJKT LADANG PADANG MEIHA SJKT LADANG PADANG MEIHA ###
###
DATA PERNYATAAN STANDARD PRESTASI

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

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

• Recognises and reproduces target language phonemes appropriately and independently.

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

TAHAP
BERTUTUR (SPEAKING)
PENGUASAAN
• Hardly produces simple information even with a lot of support from the teacher.
1 • Hardly asks and answers straightforward questions using fixed phrases even with a lot of support from the
teacher.
• Produces a few simple information with a lot of support from the teacher.
2 • Asks and answers a few straightforward questions using fixed phrases with a lot of 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.
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.
4 • Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses
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.
5 • Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses
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.
6 • Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses
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.
1
• Hardly blends and segments words (CVC, CCVC, CVCV, CCV) even with a lot of support from the teacher.

• Identifies, recognises and names the letters of the alphabet with a lot of support from the teacher.
2 • Blends and segments a few words (CVC, CCVC, CVCV, CCV) with a lot of support from the teacher.
• 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.
5 • Understands main ideas, specific information and details of simple sentences confidently.
• 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
1 teacher.
• 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.
6 • Organises basic information using correct punctuation and spelling independently.
• 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: SJKT LADANG PADANG MEIHA Guru Mata Pelajaran: N.CHANDRAKUMARI A/P NADARAJAH
Kelas TAHUN 2

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 2 6 3 4 0 0 BIL. MURID 3 5 3 4 0 0

10 10

6
5
5 4 5 4
3 3 3
2

0 0
TP 1 TP 2 TP 3 TP 4 TP0 5 TP0 6
TP 1 TP 2 TP 3 TP 4 TP0 5 TP0 6

JUMLAH 15 MURID JUMLAH 15 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 3 3 4 5 0 0 BIL. MURID 0 3 7 5 0 0

10 10

5 5
5 5
4
3 3 3

0 0
TP 1 TP 2 TP 3 TP 4 TP0 5 TP0 6 TP0 1 TP 2 TP 3 TP 4 TP0 5 TP0 6
10 10

5 5
5 5
4
3 3 BAHASA INGGERIS 3

Sekolah: SJKT LADANG PADANG MEIHA Guru Mata Pelajaran: N.CHANDRAKUMARI A/P NADARAJAH
Kelas TAHUN 2 0
0
TP 1 TP 2 TP 3 TP 4 TP0 5 TP0 6 TP0 1 TP 2 TP 3 TP 4 TP0 5 TP0 6

JUMLAH 15 MURID JUMLAH 15 MURID