PANDUAN PENGGUNAAN TEMPLAT

PENTAKSIRAN BILIK DARJAH (PBD) BAHASA INGGERIS ALIRAN KEMAHIRAN

PENGENALAN
Pentaksiran Bilik Darjah (PBD) adalah sebahagian daripada komponen didalam Pentaksiran Berasaskan Sekolah (PBS).
Pelaksanaannya telah bermula sejak tahun 2011 berdasarkan Surat Siaran Lembaga Peperiksaan Bil. 3 Tahun 2011. PBD sebelum
ini dikenali sebagai PS (Pentaksiran Sekolah) di mana ia dilaksanakan secara formatif dan sumatif dengan pelbagai pendekatan
dan kaedah bagi mengenalpasti 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 di 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 (Dilengkapkan oleh unit mata pelajaran)

1 Pentaksiran perlu dilakukan sepanjang masa dan tahap penguasaan murid dipantau secara berterusan. Tahap penguasaan
ini boleh dicatat di dalam buku rekod, atau lain-lain tempat catatan; tetapi untuk tujuan pelaporan kepada ibu bapa, ia
boleh direkod di dalam templat yang dibekalkan ini dan dilaporkan dua kali setahun iaitu pada pertengahan tahun dan akhir
tahun.
2 Templat pelaporan ini terdiri daripada empat lajur yang dibina berdasarkan konstruk kemahiran.

3 Guru hendaklah memilih option di sebelah kanan bahagian atas halaman Rekod Prestasi Murid untuk membuat pelaporan
di dalam templat ini.
4 Pelaporan bagi kemahiranyang 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.
(Nota: Pegawai mata pelajaran boleh menambah teks lain di dalam ruang ini tetapi 5 perkara di atas hendaklah dikekalkan)
 SEKOLAH : KOLEJ VOKASIONAL KAJANG

ALAMAT : KLANG,

: SELANGOR

TARIKH PELAPORAN : 15/5/2020

Sila tentukan peringkat pentaksiran
MATA PELAJARAN NAMA GURU MATA PELAJARAN: PN. SUZILA MOHAMED Pentaksiran Pertengahan Tahun
BAHASA INGGERIS ALIRAN KEMAHIRAN KELAS: TINGKATAN 4 ● Pentaksiran Akhir tahun

KEMAHIRAN KEMAHIRAN KEMAHIRAN KEMAHIRAN

NO. MY KID / NO. TAHAP
BIL. NAMA MURID KAD JANTINA MENDENGAR BERTUTUR MEMBACA MENULIS PENGUASAAN
PENGENALAN (LISTENING) (SPEAKING) (READING) (WRITING) KESELURUHAN

1 AHMAD BIN SULAIMAN 123356-78-9413 L 2 3 3 3 3

2 SITI ROKIAH BINTI ALI 133456-78-9412 P 3 3 3 3 3

3 MOHD RAMLI BIN SHUKRI 120001-78-9413 L 1 1 1 2 1

4 NORAINI BINTI KASIM 123876-78-9416 P 3 3 3 3 3

5 ALIAS BIN OMAR 126100-08-9417 L 3 3 3 3 3

6 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9413 L 2 2 2 2 2

10

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15

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 NO. MY KID / NO. TAHAP
BIL. NAMA MURID KAD JANTINA MENDENGAR BERTUTUR MEMBACA MENULIS PENGUASAAN
PENGENALAN (LISTENING) (SPEAKING) (READING) (WRITING) KESELURUHAN

…………………………………………………
EN. TAN KAR HOCK
GURU BESAR
KOLEJ VOKASIONAL KAJANG
E10: LEARNING STANDARDS FOR LISTENING SKILLS

1.1.1
Understand with little or no support the main ideas in simple longer texts on a range of familiar topics
1.1.2
Understand with little or no support specific information and details in simple longer texts on a range of familiar topics
1.1.3
No learning Standard (will be taught in subsequent years)
1.1.4
Understand longer seguences of supported classroom instructions
1.1.5
Understand more complex supported questions
1.1.6
Understand with support longer simple narratives on a wide range of familiar topics
1.2.1
Guess the meaning of unfamiliar words from clues provided by other known words and by context on a range of familiar topics
1.3.1
No Learning standard (will be taught in subsequent years)

E11: PERFORMANCE STANDARDS FOR LISTENING SKILLS

LEVEL 1:
• Hardly understands the main ideas and specific details in a text.
• Hardly shows any understanding of classroom instructions, complex questions and the meaning of unfamiliar words even with a lot of support.

LEVEL 2:
• Acquires limited understanding of the listening skills in identifying the main ideas and specific details in a text with a lot of support.
• Shows limited understanding of classroom instructions, complex questions and the meaning of unfamiliar words.

LEVEL 3:
• Acquires adequate understanding of the listening skills in identifying the main ideas and specific details in a text
• Shows satisfactory understanding of classroom instructions, complex questions and the meaning of unfamiliar words.

LEVEL 4:
• Acquires good understanding of the listening skills in identifying the main ideas and specific details in a text.
• Shows good understanding of classroom instructions, complex questions and the meaning of unfamiliar words.

LEVEL 5:
• Acquires very good understanding of the listening skills in identifying the main ideas and specific details in a text.
• Shows very good understanding of classroom instructions, complex questions and the meaning of unfamiliar words.

LEVEL 6:
• Acquires and uses the listening skills in identifying the main ideas and specific details independently.
• Shows excellent understanding of longer sequences of classroom instructions, more complex questions and the meaning of unfamiliar words.
• Displays exemplary model of language use to others.

F10: LEARNING STANDARDS FOR SPEAKING SKILLS

2.1.1
Ask about and give detailed information about themselves and others
2.1.2
Ask about and express rules and obligations
2.1.3
Ask about and describe future plans or events
2.1.4
Explain and give reasons for simple advice
2.1.5
Ask about and describe personality
2.2.1
No learning standard (will be taught in subsequent years)
2.3.1
Keep interaction going in short exchanges by checking understanding of what a speaker is saying
2.3.2
Agree on a set of basic steps needed to complete extended classroom tasks
2.4.1
Narrate short stories, events and experiences
F11: PERFORMANCE STANDARDS FOR SPEAKING SKILLS
LEVEL 1:
• Hardly finds out about and communicates information clearly.
• Hardly manages interaction by communicating a point of view appropriately even with a lot of support.
• Can hardly narrate short stories and events to an audience even with a lot of support.

LEVEL 2:
• Displays limited ability to find out about and communicate information clearly.
• Shows limited response in managing interaction by communicating a point of view appropriately.
• Provides limited response in narrating short stories and events to an audience.

LEVEL 3:
• Displays adequate ability to find out about and communicate information clearly.
• Shows satisfactory response in managing interaction by communicating a point of view appropriately.
• Provides satisfactory response in narrating short stories and events to an audience.

LEVEL 4:
• Displays good response in finding out about and communicating information clearly.
• Shows good response in managing interaction by communicating a point of view appropriately.
• Provides good response in narrating short stories and events to an audience.

LEVEL 5:
• Displays very good response in finding out about and communicating information clearly.
• Shows very good response in managing interaction by communicating a point of view appropriately.
• Provides very good response in narrating short stories and events to an audience.

LEVEL 6:
• Displays excellent response in finding out about and communicating information clearly.
• Shows excellent response in managing interaction by communicating a point of view appropriately.
• Provides excellent response in communicating opinions about a story and events to an audience.
• Displays exemplary model of language use to others.

G10: LEARNING STANDARDS FOR READING SKILLS

3.1.1
Understand the main points in simple longer texts
3.1.2
Understand specific details and information in simple longer texts
3.1.3
Guess the meaning of unfamiliar words from clues provided by other known words and by context
3.1.4
Use with some support familiar print and digital resources to check meaning
3.1.5
No learning standard (will be taught in subsequent years)
3.1.6
No learning standard (will be taught in subsequent years)
3.2.1
Read and enjoy fiction / non-fiction and other suitable print and digital texts of interest

G11: PERFORMANCE STANDARDS FOR READING SKILLS

LEVEL 1:
• Hardly understands in identifying the main ideas and specific details in a text.
• Hardly shows any ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words even with a lot of guidance.
• Hardly shows any ability to read and understand a variety of fiction or non-fiction texts.

LEVEL 2:
• Displays limited understanding in identifying the main ideas and specific details in a text even with a lot of guidance.
• Shows limited ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words.
• Displays limited ability to read and understand a variety of fiction or non-fiction texts.

LEVEL 3:
• Displays adequate understanding in identifying the main ideas and specific details in a text
• Shows satisfactory ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words.
• Displays satisfactory ability to read and understand a variety of fiction or non-fiction texts.

LEVEL 4:
• Displays good understanding in identifying the main ideas and specific details in a text.
• Shows positive attitude in using dictionary skills to check meaning and guess the meaning of unfamiliar words correctly.
• Shows interest to read and understand clearly a variety of fiction or non-fiction texts.

LEVEL 5:
• Displays very good understanding in identifying the main ideas and specific details in a text.
• Uses dictionary skills to check meaning and guess the meaning of unfamiliar words skilfully and precisely.
• Shows a lot of interest to read and give opinion to a variety of fiction or non-fiction texts with some guidance.

LEVEL 6:
• Acquires and uses the reading skills in identifying the main ideas and specific details excellently.
• Uses dictionary skills to check meaning and guess the meaning of unfamiliar words independently.
• Reads and gives opinion on a variety of fiction or non-fiction texts independently.
• Displays exemplary model of language use to others.
H10: LEARNING STANDARDS FOR WRITING SKILLS

4.1.1
Give detailed information about themselves and others
4.1.2
Describe future plans or events
4.1.3
Narrate factual and imagined events and experiences
4.1.4
Describe personality
4.1.5
Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and reference pronouns
4.2.1
Use capitals, full stops, commas in lists, question marks, and speech marks appropriately at discourse level
4.2.2
Spell most high frequency words accurately in independent writing
4.2.3
Produce a plan or draft of two paragraphs or more and modify this appropriately in response to feedback

H11: PERFORMANCE STANDARDS FOR WRITING SKILLS

LEVEL 1:
• Hardly shows any ability to express ideas, opinions and organise information coherently.
• Hardly punctuates appropriately and spells accurately even with a lot of guidance.
• Hardly plans, drafts and edits written work even with a lot of guidance.

LEVEL 2:
• Displays limited ability to express ideas, opinions and organise information coherently.
• Shows limited ability to punctuate appropriately and spell accurately.
• Shows limited ability to plan, draft and edit written work.

LEVEL 3:
• Displays adequate ability to express ideas, opinions and organise information coherently.
• Shows adequate ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work in response to feedback adequately.

LEVEL 4:
• Displays a commendable level to express ideas, opinions and organise information coherently.
• Shows a commendable level to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work correctly in response to feedback.

LEVEL 5:
• Displays a high level of ability to express ideas, opinions and organise information coherently.
• Shows a high level of ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work effortlessly and precisely.in response to feedback.

LEVEL 6
• Expresses ideas, opinions, common feelings and organises information independently.
• Shows excellent ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work independently.
• Displays exemplary model of language use to others.

M9: LEARNING STANDARDS FOR LISTENING SKILLS

1.1.1
Understand independently the main ideas in simple longer texts on a range of familiar topics
1.1.2
Understand independently specific information in simple longer texts on a range of familiar topics
1.1.3
Recognise with support attitudes or opinions in simple longer texts on a range of familiar topics
1.1.4
Understand with little or no support longer sequences of classroom instructions
1.1.5
Understand with little or no support more complex questions
1.1.6
Understand with little or no support longer simple narratives on a wide range of familiar topics
1.2.1
Guess the meaning of unfamiliar words from clues provided by other known words and by context on a range of familiar topics
M11: PERFORMANCE STANDARDS FOR LISTENING SKILLS
LEVEL 1:
• Hardly understands the main ideas and specific details in a text.
• Hardly shows any understanding of classroom instructions, complex questions and guess the meaning of unfamiliar words even with a lot of support.

LEVEL 2:
• Acquires limited understanding of the listening skills in identifying the main ideas and specific details in a text with a lot of support.
• Shows limited understanding of classroom instructions, complex questions and guess the meaning of unfamiliar words.

LEVEL 3:
• Acquires adequate understanding of the listening skills in identifying the main ideas and specific details in a text
• Shows satisfactory understanding of classroom instructions, complex questions and guess the meaning of unfamiliar words.

LEVEL 4:
• Acquires good understanding of the listening skills in identifying the main ideas and specific details in a text.
• Shows good understanding of classroom instructions, complex questions, and guess the meaning of unfamiliar words.

LEVEL 5:
• Acquires very good understanding of the listening skills in identifying the main ideas and specific details in a text.
• Shows very good understanding of classroom instructions, complex questions, and guess the meaning of unfamiliar words.

LEVEL 6:
• Acquires and uses the listening skills in identifying the main ideas and specific details excellently.
• Shows excellent understanding of longer sequences of classroom instructions, more complex questions and guess the meaning of unfamiliar words independently.
• Displays exemplary model of language use to others.

N9: LEARNING STANDARDS FOR SPEAKING SKILLS

2.1.1
Ask about and explain key information from simple texts
2.1.2
Ask for and respond appropriately to simple suggestions
2.1.3
Express opinion about future plans or events
2.1.4
Express opinions about simple spoken or written advice given to themselves or others
2.1.5
Express opinions or feelings about character and personality
2.3.1
Keep interaction going in short exchanges by checking understanding of what a speaker is saying
2.4.1
Communicate opinions or feelings about a story, event or experience

N11: PERFORMANCE STANDARDS FOR SPEAKING SKILLS

LEVEL 1:
• Hardly shows any ability to find out about and communicate information, opinions and feelings clearly.
• Hardly manages interaction in communicating a point of view appropriately even with a lot of support.
• Hardly shows any ability to narrate short stories and events to an audience even with a lot of support.

LEVEL 2:
• Displays limited ability to find out about and communicate information, opinions and feelings clearly.
• Shows limited response in managing interaction by communicating a point of view appropriately.
• Provides limited response in narrating short stories and events to an audience.

LEVEL 3:
• Displays adequate ability to find out about and communicate information, opinions and feelings clearly.
• Shows satisfactory response in managing interaction in communicating a point of view appropriately.
• Provides satisfactory response in narrating short stories and events to an audience.

LEVEL 4:
• Displays good response in finding out about and communicating information, opinions and feelings clearly.
• Shows good response in managing interaction in communicating a point of view appropriately.
• Provides good response in narrating short stories and events to an audience.

LEVEL 5:
• Displays very good response in finding out about and communicating information, opinions and feelings clearly.
• Shows very good response in managing interaction in communicating a point of view appropriately.
• Provides very good response in narrating short stories and events to an audience.

LEVEL 6:
• Displays excellent response in finding out about and communicating information, opinions and feelings clearly.
• Shows excellent response in managing interaction in communicating a point of view appropriately.
• Provides excellent response in communicating opinions about a story and events to an audience.
• Displays exemplary model of language use to others.
O9: LEARNING STANDARDS FOR READING
3.1.1
Understand the main points in simple longer texts on a range of familiar topics
3.1.2
Understand specific details and information in simple longer texts on a range of familiar topics
3.1.3
Guess the meaning of unfamiliar words from clues provided by other known words and by context on a range of familiar topics
3.1.4
Use independently familiar print and digital resources to check meaning
3.1.5
Recognise with support the attitude or opinion of the writer in simple longer texts
3.2.1
Read and enjoy fiction / non-fiction and other suitable print and digital texts of interest

O11: PERFORMANCE STANDARDS FOR READING SKILLS

LEVEL 1:
• Hardly understands in identifying the main ideas and specific details in a text.
• Hardly shows any ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words even with a lot of guidance.
• Hardly shows any ability to read and understand a variety of fiction or non-fiction texts.

LEVEL 2:
• Displays limited understanding in identifying the main ideas and specific details in a text with a lot of support.
• Shows limited ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words.
• Displays limited ability to read and understand a variety of fiction or non-fiction texts.

LEVEL 3:
• Displays adequate understanding of the reading skills in identifying the main ideas and specific details in a text
• Shows satisfactory ability to use dictionary skills to check meaning and guess the meaning of unfamiliar words.
• Displays satisfactory interest to read and understand a variety of fiction or non-fiction texts.

LEVEL 4:
• Displays good understanding of the reading skills in identifying the main ideas and specific details in a text.
• Shows positive attitude in using dictionary skills to check meaning and guess the meaning of unfamiliar words correctly.
• Displays interest to read and understand clearly a variety of fiction or non-fiction texts.

LEVEL 5:
• Displays very good understanding of the reading skills by identifying the main ideas and specific details in a text.
• Uses dictionary skills to check meaning and guess the meaning of unfamiliar words precisely.
• Shows a lot of interest to read and give personal response to fiction or non-fiction texts with some guidance.

LEVEL 6:
• Acquires and uses the reading skills in identifying the main ideas and specific details excellently.
• Uses dictionary skills to check meaning and guess the meaning of unfamiliar words precisely and independently.
• Reads and gives personal response to a variety of fiction or non-fiction texts independently.
• Displays exemplary model of language use to others.

P9: LEARNING STANDARDS FOR WRITING SKILLS

4.1.1
Explain simple content from what they have read
4.1.2
Make and respond to simple requests and suggestions
4.1.3
Summarise the main points of a simple story, text or plot
4.1.4
Express opinions and common feelings such as happiness sadness, surprise, and interest
4.1.5
Organise, and sequence ideas within short texts on familiar topics
4.2.1
Punctuate written work with moderate accuracy
4.2.2
Spell written work with moderate accuracy
4.2.3
Produce a plan or draft of two paragraphs or more and modify this appropriately either in response to feedback or independently
P11: PERFORMANCE STANDARDS FOR WRITING SKILLS
LEVEL 1:
• Hardly shows any ability to express and organise information, ideas, opinions and feelings in written work coherently.
• Hardly punctuates appropriately and spell accurately even with a lot of guidance.
• Hardly plans, drafts and edits written work even with a lot of guidance.

LEVEL 2:
• Displays limited ability to express and organise information, ideas, opinions and feelings in written work coherently.
• Shows limited ability to punctuate appropriately and spell accurately.
• Shows limited ability to plan, draft and edit written work.

LEVEL 3:
• Displays adequate ability to express and organise information, ideas, opinions and feelings in written work coherently.
• Shows adequate ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work adequately

LEVEL 4:
• Displays a commendable level to express and organise information, ideas, opinions and feelings in written work coherently.
• Shows a commendable level to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work in response to feedback with little support.

LEVEL 5:
• Displays a high level of ability to express and organise information, ideas, opinions and feelings in written work coherently.
• Shows a high level of ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work in response to feedback.

LEVEL 6
• Acquires the writing skills in expressing and organising information, ideas, opinions and feelings independently.
• Shows excellent ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work independently.
• Displays exemplary model of language use to others.

AD9: TP keseluruhan
Hanya dilaporkan untuk Pentaksiran Akhir Tahun sahaja.
 KOLEJ VOKASIONAL KAJANG
KLANG, LOGO
SELANGOR SEKOLAH
15 May, 2020 NOTA : JANGAN PADAM

BAHASA INGGERIS ALIRAN KEMAHIRAN ###

###
Nama Murid AHMAD BIN SULAIMAN ###
No. MY KID 123356-78-9413 ###
Jantina L ###
Kelas TINGKATAN 4 ###
Nama Guru PN. SUZILA MOHAMED ###
Tarikh Pelaporan 15 May, 2020 ###
###

###
Tahap Penguasaan Keseluruhan 3 PENTAKSIRAN AKHIR TAHUN
###

Berikut adalah pernyataan bagi

Pupil achieves expectations of the curriculum target.
Tahap Penguasaan keseluruhan
###
###
TAHAP
MATA PELAJARAN KEMAHIRAN TAFSIRAN
PENGUASAAN
###
• Can display some understanding of narratives, main idea, specific information and details of longer simple texts with a
lot of support.
MENDENGAR • Can display some understanding of a sequence of classroom instructions and questions with a lot of support.
2
(LISTENING) • Can guess the meaning of some unfamiliar words from clues provided by other known words with a lot of support.
###
• Can find out and communicate simple information clearly.
BERTUTUR • Can manage interaction and short classroom tasks appropriately.
3
(SPEAKING) • Can describe people and objects using suitable statements adequately.
• Can narrate short basic stories and events adequately. ###
• Can understand the main idea, specific information and details of two paragraphs or more adequately.
• Can use appropriate basic dictionary skills with support and guess the meaning of unfamiliar words adequately.
MEMBACA (READING) 3
• Can read and understand a variety of A2 fiction or non-fiction texts by responding adequately to given tasks.
###
• Can communicate basic personal information as well as describe people and objects using suitable statements
adequately.
MENULIS (WRITING) 3 • Can spell words accurately and use punctuations in independent writing as well as connect sentences into one or
two coherent paragraphs.
• Can produce and modify a plan or draft of one or two paragraphs in response to feedback. ###
###

###
ULASAN GURU : ###

###
###
###
###
###
###
###
………………………………………………………………………… ………………………………………………………………………… ###
PN. SUZILA MOHAMED EN. ZAHARI BIN DAUD ###
GURU MATA PELAJARAN GURU BESAR ###
KOLEJ VOKASIONAL KAJANG KOLEJ VOKASIONAL KAJANG ###
###
DATA PERNYATAAN STANDARD PRESTASI

TAHAP
MENDENGAR (LISTENING)
PENGUASAAN

• Can display minimal understanding of narratives, main idea, specific information and details of longer simple texts
with a lot of support.
• Can display minimal understanding of a sequence of classroom instructions and questions with a lot of support.
1
• Can guess the meaning of very few unfamiliar words from clues provided by other known words with a lot of
support.

• Can display some understanding of narratives, main idea, specific information and details of longer simple texts with
a lot of support.
2 • Can display some understanding of a sequence of classroom instructions and questions with a lot of support.
• Can guess the meaning of some unfamiliar words from clues provided by other known words with a lot of support.

• Can understand narratives, main idea, specific information and details of longer simple texts with support.
• Can understand a sequence of classroom instructions and questions with support.
3
• Can guess the meaning of unfamiliar words from clues provided by other known words.

• Can understand narratives, main idea, specific information and details of longer simple texts with support by
responding to given tasks at times.
4
• Can understand a sequence of classroom instructions and questions by responding to given tasks at times.
• Can guess the meaning of unfamiliar words from clues provided by other known words.

• Can understand narratives, main idea, specific information and details of longer simple texts with support by
responding to given tasks most of the time.
5 • Can understand a sequence of classroom instructions and questions by responding to given tasks most of the
time.
• Can guess the meaning of unfamiliar words from clues provided by other known words.
• Can understand narratives, main idea, specific information and details of longer simple texts with support by
responding to given tasks easily.
6 • Can understand a sequence of classroom instructions and questions by responding spontaneously and clearly to
given tasks.
• Can guess the meaning of unfamiliar words from clues provided by other known words effectively.

TAHAP
BERTUTUR (SPEAKING)
PENGUASAAN
• Can display minimal ability to find out and communicate simple information with a lot of support.

• Can display minimal ability to manage interaction and short classroom tasks by providing short and simple
1 responses with a lot of support.
• Can display minimal ability to describe people and objects using basic statements with a lot of support.
• Can display minimal ability to narrate short basic stories and events with a lot of support.

• Can find out and communicate simple information with a lot of support.
• Can manage interaction and short classroom tasks appropriately with a lot of support.
• Can describe people and objects using basic statements with a lot of support.
2
• Can narrate short basic stories and events with a lot of support.

• Can find out and communicate simple information clearly.

• Can manage interaction and short classroom tasks appropriately.
3
• Can describe people and objects using suitable statements adequately.
• Can narrate short basic stories and events adequately.
 • Can find out and communicate simple information clearly by providing very few relevant details.
• Can manage interaction and short classroom tasks appropriately by sustaining communication at times.
4
• Can describe people and objects using suitable statements with very few relevant details.
• Can narrate short basic stories and events clearly at an appropriate pace.

• Can find out and communicate simple information clearly by providing some relevant details.
• Can manage interaction and short classroom tasks appropriately by sustaining communication most of the time.
5
• Can describe people and objects using suitable statements with some relevant details.
• Can narrate short basic stories and events with clear diction and articulation.

• Can find out and communicate simple information clearly by providing a variety of relevant details.
• Can manage interaction and short classroom tasks appropriately by sustaining communication naturally.
6 • Can describe people and objects creatively using suitable statements.
• Can narrate short basic stories and events creatively with clear diction and articulation.
• Can display exemplary model of language use and guide others.

TAHAP
MEMBACA (READING)
PENGUASAAN

• Can display minimal understanding of the main idea, specific information and details of two paragraphs or more.
• Can use appropriate basic dictionary skills and guess the meaning of very few unfamiliar words with a lot of
1
support.
• Can read and understand A2 fiction or non-fiction texts haltingly with a lot of support.

• Can display some understanding of the main idea, specific information and details of two paragraphs or more with
a lot of support.
2 • Can use appropriate basic dictionary skills and guess the meaning of some unfamiliar words with a lot of support.
• Can read and understand a variety of A2 fiction or non-fiction texts at a slower pace with a lot of support.

• Can understand the main idea, specific information and details of two paragraphs or more adequately.
3 • Can use appropriate basic dictionary skills with support and guess the meaning of unfamiliar words adequately.
• Can read and understand a variety of A2 fiction or non-fiction texts by responding adequately to given tasks.

• Can understand the main idea, specific information and details of two paragraphs or more by responding clearly to
given tasks at times.
4
• Can use appropriate dictionary skills according to given tasks and guess the meaning of unfamiliar words.
• Can read and understand a variety of A2 fiction or non-fiction texts by responding clearly to given tasks at times.

• Can understand the main idea, specific information and details of two paragraphs or more by responding clearly to
given tasks most of the time.
5
• Can use appropriate dictionary skills to given tasks with ease and guess the meaning of unfamiliar words.
• Can read and understand a variety of A2 fiction or non-fiction texts by responding clearly to given tasks with ease.

• Can understand the main idea, specific information and details of two paragraphs or more by responding
effectively to given tasks at all times.
• Can use appropriate dictionary skills and guess the meaning of unfamiliar words effectively.
6 • Can read fluently and understand a variety of A2 fiction or non-fiction texts by responding clearly to given tasks at
all times.
• Can guide others in a given task.

TAHAP
MENULIS (WRITING)
PENGUASAAN
 • Can display minimal ability to communicate basic and personal information as well as describe people and objects
using basic statements with a lot of support.
• Can display minimal ability to spell words and use punctuations in independent writing as well as connect
1 sentences into one or two paragraphs with a lot of support.
• Can display minimal ability to produce and modify a plan or draft of one or two paragraphs in response to feedback
with a lot of support.

• Can communicate basic and personal information as well as describe people and objects using short and simple
statements with a lot of support.
2 • Can spell words and use punctuations in independent writing as well as connect sentences into one or two
paragraphs with a lot of support.
• Can produce and modify a plan or draft of one or two paragraphs in response to feedback with a lot of support.

• Can communicate basic personal information as well as describe people and objects using suitable statements
adequately.
3 • Can spell words accurately and use punctuations in independent writing as well as connect sentences into one or
two coherent paragraphs.
• Can produce and modify a plan or draft of one or two paragraphs in response to feedback.

• Can communicate basic and personal information as well as describe people and objects using suitable
statements with very few relevant details.
• Can spell words accurately and use punctuations in independent writing as well as connect sentences into one or
4 two coherent paragraphs with very few relevant details.
• Can produce and modify a plan or draft of one or two paragraphs in response to feedback with very few relevant
details.

• Can communicate basic and personal information as well as describe people and objects using suitable
statements with some relevant details.
• Can spell words accurately and use punctuations in independent writing as well as connect sentences into one or
5 two coherent paragraphs with some relevant details.
• Can produce and modify a plan or draft of one or two paragraphs in response to feedback with some relevant
details.

• Can communicate basic and personal information as well as describe people and objects using suitable
statements with a variety of relevant details.
• Can spell words accurately and use punctuations in independent writing as well as connect sentences into one or
6 two coherent paragraphs creatively.
• Can produce and modify a plan or draft of one or two paragraphs in response to feedback with a variety of relevant
details.
• Can display exemplary model of language use and guide others.

TAHAP
KESELURUHAN
PENGUASAAN
1 Pupil displays minimal ability to achieve the curriculum target.
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 ALIRAN KEMAHIRAN
Sekolah: KOLEJ VOKASIONAL KAJANG Guru Mata Pelajaran: PN. SUZILA MOHAMED
Kelas TINGKATAN 4

15
0
0 0

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 2 3 0 0 0 BIL. MURID 1 1 4 0 0 0

5 5
4

1 1 1

0 0 0 0 0 0
0 0
1 2 3 4 5 6 1 2 3 4 5 6

JUMLAH 6 MURID JUMLAH 6 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 1 1 4 0 0 0 BIL. MURID 0 2 4 0 0 0

5 6

4
4
4

2
2
1 1

0 0 0 0 0 0 0
0 0
1 2 3 4 5 6 1 2 3 4 5 6

JUMLAH 6 MURID JUMLAH 6 MURID

20
0 0

TAHAP PENGUASAAN KESELURUHAN

TAHAP PENGUASAAN TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
BIL. MURID 1 1 4 0 0 0

BIL. MURID
6

4
4

2
1 1

0 0 0
0
1 2 3 4 5 6

JUMLAH 6 MURID