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 :

ALAMAT :

TARIKH PELAPORAN : 29/4/2021

Sila tentukan peringkat pentaksiran
MATA PELAJARAN NAMA GURU MATA PELAJARAN: Pentaksiran Pertengahan Tahun
BAHASA INGGERIS KELAS: Pentaksiran Akhir tahun

TAHAP PENGUASAAN BAGI SETIAP BIDANG

NO. MY KID / NO. KAD TAHAP PENGUASAAN
BIL. NAMA MURID JANTINA
PENGENALAN MENDENGAR BERTUTUR MEMBACA MENULIS KESELURUHAN
(LISTENING) (SPEAKING) (READING) (WRITING)
1 Loo Kai Shen 5 5 5
2 Eden 5 5 5 5 5
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
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
51
52
53
54

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

0
 SEKOLAH :

ALAMAT :

TARIKH PELAPORAN :
Sila tentukan peringkat pentaksiran
MATA PELAJARAN NAMA GURU MATA PELAJARAN: Pentaksiran Pertengahan Tahun
BAHASA INGGERIS KELAS: ● Pentaksiran Akhir tahun

TAHAP PENGUASAAN BAGI SETIAP BIDANG

NO. MY KID / NO. KAD TAHAP PENGUASAAN
BIL. NAMA MURID JANTINA
PENGENALAN MENDENGAR BERTUTUR MEMBACA MENULIS KESELURUHAN
(LISTENING) (SPEAKING) (READING) (WRITING)
1 Loo Kai Shen 5 5 5 5 5
2 Eden 5 5 5 5 5
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
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
51
52
53
54

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

0
 0
0 LOGO
0 SEKOLAH
29 April, 2021 NOTA : JANGAN PADAM

BAHASA INGGERIS ###

###
Nama Murid Loo Kai Shen ###
No. MY KID 000000-00-0000 ###
Jantina 0 ###
Kelas 0 ###
Nama Guru 0 ###
Tarikh Pelaporan 29 April, 2021 ###
###

Tahap Penguasaan Keseluruhan ###

BAHASA INGGERIS 0 PENTAKSIRAN AKHIR TAHUN
###

Berikut adalah pernyataan bagi

#N/A
Tahap Penguasaan keseluruhan
###
###

TAHAP
MATA PELAJARAN KEMAHIRAN TAFSIRAN
PENGUASAAN

###

• Recognises and reproduces target language phonemes appropriately.

MENDENGAR
5 • Understands simple questions, instructions, main ideas and supporting details of the texts without hesitation.
(LISTENING)
• Displays increasing confidence and self-reliance in predicting words using knowledge of a topic.

###

• Produces and comprehends words and fixed phrases on very familiar topics confidently.
• Asks and answers straightforward questions using one word or a fixed phrase with increasing confidence and self-
BERTUTUR
5 reliance.
(SPEAKING)
• Expresses self, describes objects and participates in conversations on familiar topics using fixed phrases with an
increasing display of confidence.
BAHASA INGGERIS ###

• Uses phonics to read words and identify word families confidently.

MEMBACA (READING) 5 • Understands main ideas, specific information and details of very simple phrases and sentences confidently.
• Uses picture dictionary to categorise words confidently.
###

MENULIS (WRITING) 0 #N/A

###
###
###

ULASAN TAMBAHAN ###

(Jika ada) :
###
###
###
###
###
###
###
………………………………………………………………………… ………………………………………………………………………… ###
0 0 ###
GURU MATA PELAJARAN 0 ###
0 0 ###
###
DATA PERNYATAAN STANDARD PRESTASI

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

• Recognises and reproduces limited target language phonemes with support from the teacher.
• Understands very simple questions, instructions, main ideas and supporting details of the texts with support from
3
the teacher.
• Predicts words using knowledge of a topic with support from the teacher.
• Recognises and reproduces limited target language phonemes with minimal support from the teacher.
• Understands very simple questions, instructions, main ideas and supporting details of the texts with minimal
4 support from the teacher.
• Predicts words using knowledge of a topic.

• Recognises and reproduces target language phonemes appropriately.

5 • Understands simple questions, instructions, main ideas and supporting details of the texts without hesitation.
• Displays increasing confidence and self-reliance in predicting words using knowledge of a topic.

• Recognises and reproduces target language phonemes appropriately and independently.

• Understands simple questions, instructions, main ideas and supporting details of the texts promptly and
6 independently.
• Predicts words using knowledge of a topic confidently and independently.

TAHAP
BERTUTUR (SPEAKING)
PENGUASAAN
• Hardly produces meaningful words and fixed phrases even with a lot of support from the teacher.
1 • Hardly asks and answers straightforward questions using one word or a fixed phrase even with a lot of support
from the teacher.
• Produces a few meaningful words and fixed phrases with a lot of support from the teacher.
2 • Asks and answers a few straightforward questions using one word or a fixed phrase with a lot of support from the
teacher.
• Produces and comprehends words and fixed phrases on very familiar topics with some support from the teacher.
• Asks and answers straightforward questions using one word or a fixed phrase with some support from the teacher.
• Introduces self, describes objects and participates in simple interactions on familiar topics using fixed phrases.
3

• Produces and comprehends words and fixed phrases on very familiar topics with minimal support from the teacher.
• Asks and answers straightforward questions using one word or a fixed phrase with minimal support from the
teacher.
4 • Expresses self, describes objects and participates in simple conversations on familiar topics using fixed phrases.

• Produces and comprehends words and fixed phrases on very familiar topics confidently.
• Asks and answers straightforward questions using one word or a fixed phrase with increasing confidence and self-
5 reliance.
• Expresses self, describes objects and participates in conversations on familiar topics using fixed phrases with an
increasing display of confidence.
• Produces and comprehends words and fixed phrases on very familiar topics confidently and independently.
• Asks and answers straightforward questions using fixed phrases with ease and great confidence.
• Initiates, expresses self, describes objects and participates in conversations on familiar topics using fixed phrases
6 independently.
• Displays exemplary model of language use to others.
 TAHAP
MEMBACA (READING)
PENGUASAAN
• Hardly identifies and recognises shapes of the letters in the alphabet even with a lot of support from the teacher.
1 • Hardly blends and segments phonemes (CVC, CCVC) even with a lot of support from the teacher.

• Identifies and recognises most shapes of the letters in the alphabet with a lot of support from the teacher.
2 • Blends and segments a few phonemes (CVC, CCVC) with a lot of support from the teacher.
• Hardly understands main ideas of very simple phrases and sentences after repeated readings.
• Identifies and recognises all shapes of the letters in the alphabet.
• Blends and segments phonemes (CVC, CCVC) with support from the teacher.
3
• Understands main ideas, specific information and details of very simple phrases and sentences.
• Uses picture dictionary to categorise words with support from the teacher.
• Blends and segments phonemes (CVC, CCVC) without hesitation.
• Understands main ideas, specific information and details of very simple phrases and sentences appropriately.
4 • Uses picture dictionary to categorise words with minimal support from the teacher.

• Uses phonics to read words and identify word families confidently.

• Understands main ideas, specific information and details of very simple phrases and sentences confidently.
5 • Uses picture dictionary to categorise words confidently.

• Uses phonics to read words and identify word families independently.

6 • Understands main ideas, specific information and details of simple sentences independently.
• Uses picture dictionary to categorise words independently.

TAHAP
MENULIS (WRITING)
PENGUASAAN
• Hardly displays early writing skills to form letters as demonstrated by the teacher.
1 • Hardly uses fixed phrases to communicate with appropriate language form and style even with a lot of support
from the teacher.
• Displays early writing skills to form letters as demonstrated by the teacher with some legibility.
2 • Uses fixed phrases to communicate with appropriate language form and style with a lot of support from the
teacher.

• Displays early writing skills appropriately.

• Writes comprehensible words and phrases with correct punctuation and spelling supported by the teacher.
3
• Organises words by using ‘and’ to communicate with appropriate language form and style with some support from
the teacher.

• Writes comprehensible words and phrases with correct punctuation and spelling with minimal support by the
teacher.
4
• Organises words by using ‘and’ to communicate with appropriate language form and style with minimal support
from the teacher.

• Writes comprehensible words and phrases with correct punctuation and spelling confidently.
5
• Organises words by using ‘and’ to communicate with appropriate language form and style without hesitation.

• Writes comprehensible words and phrases with correct punctuation and spelling independently.
6 • Organises words by using ‘and’ to communicate with appropriate language form and style 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: 0 Guru Mata Pelajaran: 0
Kelas 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 0 0 0 0 2 0 BIL. MURID 0 0 0 0 2 0

5 5

2 2

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

JUMLAH 2 MURID JUMLAH 2 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 2 0 BIL. MURID 0 0 0 0 1 0

5 5

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

JUMLAH 2 MURID JUMLAH 1 MURID