024/2 & 034/2 BAHASA INGGERIS SJKC-SJKT

INSTRUMEN PENTAKSIRAN

Kod Mata Pelajaran : 023/024

Bentuk Ujian : Ujian Subjektif
Markah Penuh : 40
Masa : 1 jam 15 minit

REKA BENTUK INSTRUMEN PENTAKSIRAN

Kertas 2 Bahasa Inggeris UPSR ini mengandungi tiga bahagian, iaitu Bahagian A, Bahagian
B dan Bahagian C.
Bahagian A terdiri daripada soalan respons terhad yang mesti dijawab. Markah yang
diperuntukan ialah 10
Bahagian B terdiri daripada soalan respons terhad yang mesti dijawab. Markah yang
diperuntukan ialah 15.
Bahagian C terdiri daripada satu soalan respons terbuka yang mesti dijawab. Markah yang
diperuntukan ialah 15.

Konstruk yang diukur ialah:

a) Keupayaan membina ayat
b) Keupayaan menggunakan kata
c) Keupayaan menggunakan kosa kata
d) Keupayaan melahirkan dan menyampaikan idea
e) Keupayaan menggunakan ejaan dan tanda baca

GENERAL PERFORMANCE

On the whole, most of the candidates attempted all 3 sections. The performance of the
candidates ranged from low to high. There were many high achievers in all three sections.
Most of the candidates were able to develop ideas competently and provide relevant details
stylistically to support their responses.

Most of the high achievers used a wide range of vocabulary, variety of sentence structures
and interesting expressions in their responses.

The average achievers managed to understand the requirement of the task for all three
sections. Errors made were due to inappropriate vocabulary, grammar and failure to
transfer the information and clues given.

The low achievers were not able to develop ideas competently due to language, structural
errors and lack of vocabulary. Their responses were confusing and distorted. They
resorted to stringing with chunks of meanings. Generally, their responses were
disorganized and less developed.

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For Section A, candidates were able to write simple sentences based on the picture stimuli
and two words given.

For Section B, candidates were able to identify, extract and lift the information correctly
from the dialogue into the framework.

For Section C, candidates were able to fulfill the task given with some grammatical errors.
However, some could not produce a good piece of work creatively. They strung the notes
given into simple sentences as they were not able to expand the notes using interesting
expression and new vocabulary with a good flow of story-line.

GENERAL PERFORMANCE OF CANDIDATES ACCORDING TO THEIR GROUPS

High Achievement Group

Candidates in this group were able to do well in all the three sections of the paper. They
were able to express ideas creatively using simple, compound and complex sentences.
They wrote confidently using relevant similes, proverbs and idioms reflecting good command
of the language.

Average Achievement Group

Candidates from this group demonstrated an adequate understanding of the requirements of

the tasks for all three sections. Ideas were simple with a few adjectives, adverbs and good
action verbs to support meaning. Errors made were due to wrong vocabulary, grammar and
failure to transfer the information and clues given.

Low Achievement Group

Candidates in this group encountered difficulties in all the three sections and were unable to
understand the requirement of the task. In Section B, they merely extracted word or phrase
from the given notes. They used the given words and made minor inclusion of own words
resulting in meaningless sentences for Section A and Section C. A few candidates resorted
to writing the answers in their mother tongue rather than in English.

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DETAILED PERFORMANCE

SECTION A

Candidates were given 10 pictures with two words for each picture. The words could be
nouns, verbs, adjectives or adverbs. They were required to construct one sentence to
describe the picture by using the words given. Candidates may change the order but not
the form of the words.

The high achievers were able to construct grammatically correct sentences using the two
words given. The average achievers were able to construct sentences with occasional
errors while low achievers strung the words given with mere insertions.

Question 1

High Achievers

The candidate described the picture using the collective noun correctly. The verb-to-be is
correctly coordinated with the pronoun „It‟.

Average Achievers

The correct subject-verb agreement was used, though a very simple sentence.

Low Achievers

The wrong use of verb-to-be „is‟ with the plural noun „shoes‟.
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Question 2

High Achievers

Candidates were able to use both the nouns correctly. Ability to use the past continuous
tense „was feeding‟ and the quantifier „some‟ for the uncountable noun „grass‟ was well
depicted here.

Average Achievers

This candidate was able to construct a sentence in the present continuous tense although it
is a simple sentence. The definite articles „the‟ were appropriately used.

Low Achievers

Spelling error occurred for the word “feding”. It shows the candidate‟s carelessness. The
candidate may not be a low achiever as the sentence was correctly structured.

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Question 3

High Achievers

The correct preposition was used in the construction of this sentence.

Average Achievers

The definite article „the‟ should be used instead of „a‟ when this sentence was constructed.

This candidate was unable to use the correct preposition „on‟. An incorrect preposition
„through‟ was used instead of the correct one „on‟ .

Low Achievers

The sentence was constructed with the omission of the preposition „to‟ the radio.

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Question 4

High Achievers

The candidate was able to use both the words correctly as this candidate had the
knowledge of the kind of animal a porcupine is.

Average Achievers

The sentence was constructed with the omission of the article „a‟.

Low Achievers

The candidate showed confusion in the usage of wild and tame. The possessive adjective
„his‟ was wrongly used.

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Question 5

High Achievers

Candidates were able to construct a compound sentence correctly. The sentence was
further explained with the correct tool used.

Average Achievers

This candidate managed to write a correct sentence but used the noun „long scissors‟
incorrectly.

Low Achievers

The common sight word „bushes‟ was wrongly used due to lack of vocabulary.

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Question 6

High Achievers

The word „water-lily‟ was correctly used as an adjective for the type of plant in the sentence.
Ability to use the correct preposition was shown in the candidate‟s answer.

Average Achievers

Grammatically correct sentences with the given words were constructed while there was a
common error using the wrong preposition „on‟.

Low Achievers

An attempt was made to write based on the stimulus but the quantifier „many‟ was wrongly
used.

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Question 7

High Achievers

Grammatically correct sentence was constructed based on the stimulus .Candidate was able
to give a clear description.

The adjective „lit‟ was correctly inserted in this sentence showing a good command of the
language.

Average Achievers

A very simple grammatically correct sentence was written by this candidate.

The candidate tried to construct a correct sentence but made mistakes in using the wrong
verb and the given word is written in the singular.

Low achievers

The phrasal verb „blows out‟ should be used instead of „blows off‟ showing a level of
confusion.
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Question 8

High Achievers

Ability to construct a good compound sentence was shown here although the stimulus was
just a single object.

Average Achievers

A grammatically correct sentence was constructed but to generalize „things‟ does not
explain the specification of a carpenter‟s scope of work.

Low achievers

Redundancy of „by‟ was detected in this sentence. This is a common mistake detected when
the conjunction ‟with‟ should be used in the sentence.

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Question 9

High Achievers

The stimulus given was easily recognized by the candidate and able to construct
grammatically correct sentence.

Average Achievers

Redundancy is detected in this sentence – ‘the’ bread. The word „bread‟ can stand on its
own.

The preposition „as‟ in this sentence was an error instead of the word „for‟.

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Question 10

High Achievers

The activity in the stimulus was easily recognized and the candidate was able to use the
preposition „into‟ aptly.

Average Achievers

Confusion of preposition was detected. The wrong preposition „in‟ and „from‟ were used
instead of „into‟ respectively.

Low Achievers

The candidate omitted the preposition thus changing the meaning of the sentence and
consequently got the sentence wrong.
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DETAILED PERFORMANCE – SECTION B

This question required the candidates to understand the content of the notice in order to
transfer the relevant information to an email.

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The high achievers were able to transfer the information correctly and intelligently with
correct punctuation, spelling, phrase and time frame which indicated that they have
mastered their grammar and vocabulary very well.

The average achievers managed to transfer the correct information with some grammatical
and punctuation errors.
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Most low achievers were unable to place the correct information into the respective blanks.

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SECTION C

For this question, a series of three pictures with notes was given. Candidates may use the
notes to make sentences about the pictures. This section assessed the writing skills of the
candidates. It assessed their ability to produce a piece of continuous prose in accurate
Standard English expressively and creatively by introducing new words in the form of
adjectives, adverbs, idioms, similes and descriptive language. To gauge their proficiency in
the language, candidates had to construct a variety of sentence structures both simple and
compound. They must also be able to sequence the paragraph well using appropriate
connectors.

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The high achievers were able to write simple and compound sentences. Some of them
even wrote complex sentences using appropriate and interesting expressions based on the
stimuli to express their ideas, hence fulfilling their task very well. Their responses reflected
clear understanding as they were able to provide informative details. They showed
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confidence and good command of the language to write creatively. Their sentence
structures were varied with hardly any errors. They also used suitable and appropriate
connectors to sequence the story line to sustain the interest of the readers. These proved
that they had a wide range of vocabulary and had mastered the grammar rules very well,
showing flair of the language and fully understood the requirements of the task.

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The average achievers showed basic understanding of the language to fulfill the task
required of them. The development of ideas was sufficient but with multiple word errors.
Some of them were able to fulfill the task partially by using simple and compound sentences
with some grammatical, spelling and punctuation errors. Although some interest was
aroused, it was not sustained.
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The low achievers showed some understanding of the task. They made serious errors in
grammar and sentence structure. They were also confused with the meanings of the notes
given.

These candidates showed minimum understanding of the task. Their ideas were barely
developed. Serious errors in grammar and sentence structures were detected. There was
stringing of words in the sentences. The responses were mostly disorganized and almost
incomprehensible due to poor command of the language and limited vocabulary. Some
merely direct lifted the given words with no changes. The language used was inaccurate.

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 SUGGESTIONS TO CANDIDATES

1. Learn to write neatly, clearly and legibly.

2. Do lots of exercises on the different aspects of grammar in order to have a better
understanding of the different functions of grammar rules.
3. Use more English in everyday activities both in written and spoken form to improve
language proficiency and confidence.
4. Read materials in English intensively and extensively in order to have more exposures in a
variety of English forms and structures.
5. Always make a practice to ask when in doubt and use the dictionary to widen your
vocabulary.
6. Study and understand the words given before you construct simple and compound
sentences.
7. Study all the information and details given in the text carefully before transferring them.
Practice as many exercises as possible to familiarise with the task.
8. Mind map or brain storm before answering Section C. Use WH (What, Who, Where, When,
Why, How) questions to help you elaborate your ideas. Add in as many new words
according to the picture and notes given.
9. Pay attention in class.
10. Revise your lessons regularly and complete the homework given by the teacher.
11. Watch English programs on television, example documentaries, news and children‟s
educational series.
12. Always jot down the new words that you come across when you are reading or when you
hear people talking.

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 SUGGESTIONS TO TEACHERS

1. Teach all the skills listed in the syllabus.

2. List all the grammatical items that should be taught and make sure students master them.
3. Motivate students to use the language in their everyday activities.
4. Teach simple sentences and ensure they master them before proceeding to compound.
5. Equip students with suggested vocabulary listed in the syllabus.
6. Create meaningful English environment inside and outside the classroom.
7. Give the students more practices in spelling and dictation.
8. Bear in mind that creative and critical thinking skills are to be emphasized in exercises and
practices given to students.
9. Be a good role model and have a close rapport with your students.
10. Cultivate a love for the language by adopting and adapting a variety of teaching methods
and strategies. This will avoid students from the notion that English is a boring and difficult
subject.
11. Teach English as a language and not as a tool to answer examination questions.
12. Avoid drilling stereotyped sentence patterns. Students should not be made to memorise
words, phrases and sentences. Let them flourish in the language by themselves even by
using simple English.
13. Upgrade own proficiency by using the language yourself.
14. Have model writings for the average and slow learners as a guide.
15. Avoid drilling stereotyped sentence patterns.
16. Provide more samples of UPSR format questions and drill the students.
17. Stress and train students to read and follow rubrics and instructions carefully.
18. Teach or encourage students to use adjectives, adverbs, idiomatic expressions, proverbs
and similes in a variety of sentence structures.
19. Help pupils gain confidence in the learning of English through games, quizzes, spelling
competitions, role-plays, songs and jazz chants and thus making learning English fun.
20. Enjoy teaching the subject.

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