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 KAMPUNG KENANG

ALAMAT : 31100, SUNGAI SIPUT (U)

: PERAK

TARIKH PELAPORAN :
Sila tentukan peringkat pentaksiran
MATA PELAJARAN NAMA GURU MATA PELAJARAN: NUR FARHANA BINTI AHMAD KHORI Pentaksiran Pertengahan Tahun
BAHASA INGGERIS KELAS: TAHUN 3 BUMI 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 ADI WIRA BIN NAZRI 100422080089
2 HAIZIL FIZUAN BIN OSMEZUSLIN 100505081263
3 KAMAL BIN MOHD NOOR 100325080511
4 MOHAMAD HAPIS BIN BERAHIM 100518081051
5 MUHAMMAD ADRIAN SHAH BIN JANI 100528080343
6 MUHAMMAD ASHRAF DIRLY BIN ZAIFUL 100120084615
7 MUHAMMAD ISMA BIN HASSAN 100924080177
8 MUHAMMAD RIDZWAN BIN ALANG 101222080695
9 MUHAMMAD SAIFUL ASRAF BIN DAUD 100530080393
10 MUHAMMAD SAWAL BIN OSMAN 100722080857
11 MUHAMMAD SHAH INDRA FAZROL BIN PENDI 100621080057
12 MUHAMMAD ZARIF ZAFRAN BIN ABDULLAH 100706080283
13 MYKA BIN ABDULLAH 100908031519
14 NOR IZLIN A/P DAUD 100113080130
15 NORSHAHMEELA AZWA BINTI NORDIN 100510080038
16 NUR AKIRA BINTI SULAIMAN 101128080066
17 NUR HAWA DIKA BINTI IDRUS 100831080696
18 NUR HAYATI BINTI ABDULLAH 100208080264
19 NUR SAFIEKAH JASMIN BINTI NORDIN 100711080712
20 NURUL SUHADA BINTI ABDULLAH 101122370468
21 SHAFIQ A/L MIRDAD 100125080525
22 SHANUSI BIN ROSDI 100123080273

…………………………………………………
EN. MOHAMAD TAMIZI BIN YEOP NORDIN
GURU BESAR
SK KAMPUNG KENANG
 SK KAMPUNG KENANG
31100, SUNGAI SIPUT (U) LOGO
PERAK SEKOLAH
30 December, 1899 NOTA : JANGAN PADAM

BAHASA INGGERIS ###

###
Nama Murid ADI WIRA BIN NAZRI ###
No. MY KID 100422080089 ###
Jantina 0 ###
Kelas TAHUN 3 BUMI ###
Nama Guru NUR FARHANA BINTI AHMAD KHORI ###
Tarikh Pelaporan 30 December, 1899 ###
###

Tahap Penguasaan Keseluruhan ###

PENTAKSIRAN PERTENGAHAN TAHUN
BAHASA INGGERIS
###

Berikut adalah pernyataan bagi

Tahap Penguasaan Keseluruhan hanya dilaporkan pada pentaksiran akhir tahun sahaja
Tahap Penguasaan keseluruhan
###
###

TAHAP
MATA PELAJARAN KEMAHIRAN TAFSIRAN
PENGUASAAN

###

MENDENGAR
0 #N/A
(LISTENING)

###

BERTUTUR
0 #N/A
(SPEAKING)

BAHASA ###
INGGERIS

MEMBACA (READING) 0 #N/A

###

MENULIS (WRITING) 0 #N/A

###
###
###

ULASAN TAMBAHAN ###

(Jika ada) :
###
###
###
###
###
###
###
………………………………………………………………………… ………………………………………………………………………… ###
NUR FARHANA BINTI AHMAD KHORI EN. MOHAMAD TAMIZI BIN YEOP NORDIN ###
GURU MATA PELAJARAN GURU BESAR ###
SK KAMPUNG KENANG SK KAMPUNG KENANG ###
###
DATA PERNYATAAN STANDARD PRESTASI

TAHAP
MENDENGAR (LISTENING)
PENGUASAAN

 Hardly recognises and reproduces target language phonemes even with a lot of support from the teacher.
 Hardly displays understanding of main idea, specific information and details of short simple texts, narratives, a
1 wide range of short questions and classroom instructions even with a lot of support from the teacher.
 Hardly guesses meaning of unfamiliar words using visual clues even with a lot of support from the teacher.

 Recognises and reproduces some target language phonemes with a lot of support from the teacher.
 Displays understanding of main idea, specific information and details of short simple texts, narratives, a wide
range of short questions and classroom instructions with a lot of support from the teacher.
2
 Guesses meaning of unfamiliar words using visual clues with a lot of support from the teacher.

 Recognises and reproduces a range of target language phonemes with support from the teacher.
 Displays understanding of main idea, specific information and details of short simple texts, narratives, a wide
3 range of short questions and classroom instructions with support from the teacher.
 Guesses meaning of unfamiliar words using visual clues.

 Recognises and reproduces a range of target language phonemes.

 Displays understanding of main idea, specific information and details of short simple texts, narratives, a wide
4 range of short questions and classroom instructions with minimal support from the teacher.
 Shows good ability in guessing meaning of unfamiliar words using visual clues.

 Recognises and reproduces a range of target language phonemes.

 Displays understanding of main idea, specific information and details of short simple texts, narratives, a wide
5 range of short questions and classroom instructions with confidence.
 Shows very good ability in guessing meaning of unfamiliar words using visual clues.

 Recognises and reproduces a range of target language phonemes.

 Displays understanding of main idea, specific information and details of short simple texts, narratives, a wide
6 range of short questions and classroom instructions confidently and independently.
 Shows excellent ability in guessing meaning of unfamiliar words using visual clues.

TAHAP
BERTUTUR (SPEAKING)
PENGUASAAN
 Hardly able to communicate simple information about basic opinions, everyday routines, directions and simple
predictions even with a lot of support from the teacher.
 Hardly able to describe people and objects using suitable words and phrases even with a lot of support from the
teacher.
1  Hardly able to keep interaction going in short exchanges and asks for attention or help even with a lot of support
from the teacher.
 Hardly able to narrate very short basic stories and events even with a lot of support from the teacher.

 Communicates simple information about basic opinions, everyday routines, directions and simple predictions
with a lot of support from the teacher.
 Describes people and objects using suitable words and phrases with a lot of support from the teacher.
2  Keeps interaction going in short exchanges and asks for attention or help with a lot of support from the teacher.
 Narrates very short basic stories and events with a lot of support from the teacher.
  Displays adequate ability to communicate simple information about basic opinions, everyday routines, directions
and simple predictions.
 Shows adequate ability to describe people and objects using suitable words and phrases.
3  Shows adequate ability to keep interaction going in short exchanges and asks for attention or help.
 Shows adequate ability to narrate very short basic stories and events.

 Displays good ability to communicate simple information about basic opinions, everyday routines, directions and
simple predictions.
 Shows good ability to describe people and objects using suitable words and phrases.
4  Shows good ability to keep interaction going in short exchanges and asks for attention or help.
 Shows good ability to narrate very short basic stories and events.

 Displays very good ability to communicate simple information about basic opinions, everyday routines, directions
and simple predictions.
 Shows very good ability to describe people and objects using suitable words and phrases confidently.
 Shows very good ability to keep interaction going in short exchanges and asks for attention or help from a
5
teacher or classmate confidently.
 Shows very good ability to narrate very short basic stories and events with ease and confidence.

 Displays excellent ability to communicate simple information about basic opinions, everyday routines, directions
and simple predictions.
 Shows excellent ability to describe people and objects using suitable words and phrases.
 Shows excellent ability to keep interaction going in short exchanges and asks for attention or help.
6
 Shows excellent ability to narrate very short basic stories and events.
 Displays exemplary model of language use to others.

TAHAP
MEMBACA (READING)
PENGUASAAN
 Hardly able to understand the main idea, specific information and details of short simple texts even with a lot of
support from the teacher.
 Hardly shows ability to guess the meaning of unfamiliar words and use dictionary skills even with a lot of support
from the teacher.
1
 Hardly shows ability to read A1 short simple fiction or non-fiction print and digital texts of interest even with a lot
of support from the teacher.

 Understands the main idea, specific information and details of short simple texts with a lot of support from the
teacher.
 Able to guess the meaning of unfamiliar words and use dictionary skills with a lot of support from the teacher.
 Able to read A1 short simple fiction or non-fiction print and digital texts of interest with a lot of support from the
2
teacher.

 Understands the main idea, specific information and details of short simple texts adequately.
 Able to guess the meaning of unfamiliar words and use dictionary skills adequately.
3
 Reads A1 short simple fiction or non-fiction print and digital texts of interest adequately.

 Displays good understanding of the main idea, specific information and details of short simple texts.
 Shows good ability to guess the meaning of unfamiliar words and use dictionary skills.
4  Shows good ability to read A1 short simple fiction or non-fiction print and digital texts of interest.

 Displays very good understanding of the main idea, specific information and details of short simple texts.
 Shows very good ability to guess the meaning of unfamiliar words and use dictionary skills.
5  Shows very good ability to read A1 short simple fiction or non-fiction print and digital texts of interest.

 Displays excellent understanding of the main idea, specific information and details of short simple texts.
 Shows excellent ability to guess the meaning of unfamiliar words and use dictionary skills.
6  Shows excellent ability to read A1 short simple fiction or non-fiction print and digital texts of interest.

TAHAP
MENULIS (WRITING)
PENGUASAAN
  Hardly uses cursive handwriting in a limited range of written work even with a lot of support from the teacher.
 Hardly able to communicate basic information and give descriptions of people and objects even with a lot of
support from the teacher.
 Hardly shows ability to punctuate, spell an increased range of familiar high frequency words and connect
1
sentences using basic conjunctions even with a lot of support from the teacher.
 Hardly able to plan, draft and write an increased range of simple sentences even with a lot of support from the
teacher.

 Uses cursive handwriting in a limited range of written work with a lot of support from the teacher.
 Communicates basic information and gives descriptions of people and objects with a lot of support from the
teacher.
2  Shows ability to punctuate, spell an increased range of familiar high frequency words and connect sentences
using basic conjunctions with a lot of support from the teacher.
 Plans, drafts and writes an increased range of simple sentences with a lot of support from the teacher.

 Uses cursive handwriting in a limited range of written work adequately.

 Communicates basic information and gives descriptions of people and objects adequately.
 Shows adequate ability to punctuate, spell an increased range of familiar high frequency words and connect
3
sentences using basic conjunctions.
 Plans, drafts and writes an increased range of simple sentences adequately.

 Produces good cursive handwriting in a limited range of written work.

 Displays good ability to communicate basic information and give descriptions of people and objects.
 Shows good ability to punctuate, spell an increased range of familiar high frequency words and connect
4
sentences using basic conjunctions.
 Shows good ability to plan, draft and write an increased range of simple sentences.

 Produces very good cursive handwriting in a limited range of written work.

 Displays very good ability to communicate basic information and give descriptions of people and objects.
 Shows very good ability to punctuate, spell an increased range of familiar high frequency words and connect
5
sentences using basic conjunctions.
 Shows very good ability to plan, draft and write an increased range of simple sentences.

 Produces excellent cursive handwriting in a limited range of written work.

 Displays excellent ability to communicate basic information and give descriptions of people and objects.
 Shows excellent ability to punctuate, spell an increased range of familiar high frequency words and connect
6 sentences using basic conjunctions.
 Shows excellent ability to plan, draft and write an increased range of simple sentences.
 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 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: SK KAMPUNG KENANG Guru Mata Pelajaran: NUR FARHANA BINTI AHMAD KHORI
Kelas TAHUN 3 BUMI

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 0 0 0 0 0 BIL. MURID 0 0 0 0 0 0

5 5

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

JUMLAH 0 MURID JUMLAH 0 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 0 0 0 0 0 BIL. MURID 0 0 0 0 0 0

5 5

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

JUMLAH 0 MURID JUMLAH 0 MURID