PANDUAN PENGGUNAAN TEMPLAT

PENTAKSIRAN BILIK DARJAH (PBD) BAHASA INGGERIS

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 :

ALAMAT :

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

NO. MY KID / NO. TAHAP

MENDENGAR BERTUTUR MEMBACA MENULIS
BIL. NAMA MURID KAD JANTINA PENGUASAAN
(LISTENING) (SPEAKING) (READING) (WRITING) KESELURUHAN
PENGENALAN
1 ALYA HANAN JASMIN BINTI AFZAINIZAM 060401060456

2 JEBAT MUSTAQIM BIN EDY YUSRI 060511060385

3 KHAIRUNNISA SYAZWANI BINTI KHAIRUL 060512060096

4 MOHAMAD NUR ILMAN BIN MOHD ZAMLI 060112060505

5 MUHAMMAD ADAM DANIEL BIN NORAZRI 060117060635

6 MUHAMMAD DANIEL HAFIDZI BIN MAZLAM 060717101285

7 MUHAMMAD IKHWAN HAZIQ BIN ZAHARIM 060626060473

8 NORAISYAH SHUHADAH BINTI HAIROL NIZ 060217060640

9 NUR FARHANA SYUKRIAH BINTI ROSYARH 060307060476

10 NUR HAZIQAH UMAIRAH BINTI MUHAMMAD 060314060618

11 NURHANANIA BINTI MOHAMAD ZAIDI 060205060176

12 NURSYAMINA AISHAH BINTI AZHAR 060404060806

13 NURUL BALQIS FARESYA BINTI MOHD SAI 060913060572

14 SHEIKH MUHAMMAD NAFHAN BIN SH. ISH 060216060761

15 SITI NOORAISAHATIRAH BINTI ROSLAN 061030060944

16 SYABELLA BINTI MOHAMAD SAIFUDIN 060203100592

17 VIKNESWARAN A/L MARATHEMUTHU 061015060305

18

19

20

21

22

23

24

25

26

27

28

29

30
 NO. MY KID / NO. TAHAP
MENDENGAR BERTUTUR MEMBACA MENULIS
BIL. NAMA MURID KAD JANTINA PENGUASAAN
(LISTENING) (SPEAKING) (READING) (WRITING) KESELURUHAN
PENGENALAN
…………………………………………………
EN. TAN KAR HOCK
GURU BESAR
0
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: 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: 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: 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: 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.
 0
0 LOGO
0 SEKOLAH
30 December, 1899 NOTA : JANGAN PADAM

BAHASA INGGERIS ###

###
Nama Murid ALYA HANAN JASMIN BINTI AFZAINIZAM ###
No. MY KID 060401060456 ###
Jantina 0 ###
Kelas 0 ###
Nama Guru 0 ###
Tarikh Pelaporan 30 December, 1899 ###
###

###
Tahap Penguasaan Keseluruhan PENTAKSIRAN PERTENGAHAN TAHUN
###

Berikut adalah pernyataan bagi

Tahap Penguasaan Keseluruhan hanya dilaporkan pada pentaksiran akhir tahun sahaja
Tahap Penguasaan keseluruhan
###
###
TAHAP
MATA PELAJARAN KEMAHIRAN TAFSIRAN
PENGUASAAN
###
#N/A

MENDENGAR
0
(LISTENING)

###

BERTUTUR
0 #N/A
(SPEAKING)

BAHASA ###
INGGERIS #N/A

MEMBACA (READING) 0

###
#N/A

MENULIS (WRITING) 0

###
###
###
ULASAN GURU : ###

###
###
###
###
###
###
###
………………………………………………………………………… ………………………………………………………………………… ###
0 EN. ZAHARI BIN DAUD ###
GURU MATA PELAJARAN GURU BESAR ###
0 0 ###
###
DATA PERNYATAAN STANDARD PRESTASI

TAHAP
MENDENGAR (LISTENING)
PENGUASAAN
• Hardly understands main ideas, specific details and attitude or opinions on an increased range of familiar topics
even with a lot of support.
1 • Hardly understands longer sequences of classroom instructions, more complex questions, longer simple
narratives, and to guess the meaning of unfamiliar words even with a lot of support.
• Hardly recognises typical features of a small number of spoken genres even with a lot of support.

• Shows limited ability to understand main ideas, specific details and attitude or opinions on an increased range of
familiar topics with a lot of support.
2 • Shows limited ability to understand longer sequences of classroom instructions, more complex questions, longer
simple narratives and to guess the meaning of unfamiliar words with a lot of support.
• Shows limited ability to recognise typical features of a small number of spoken genres with a lot of support.

• Shows adequate ability to understand main ideas, specific details and attitude or opinions on an increased range of
familiar topics.
3 • Shows adequate ability to understand longer sequences of classroom instructions, more complex questions, longer
simple narratives and to guess the meaning of unfamiliar words.
• Shows adequate ability to recognise with support typical features of a small number of spoken genres.

• Shows good ability to understand main ideas, specific details and attitude or opinions on an increased range of
familiar topics.
4 • Shows good ability to understand longer sequences of classroom instructions, more complex questions, longer
simple narratives and to guess the meaning of unfamiliar words.
• Shows good ability to recognise typical features of a small number of spoken genres.
• Shows very good ability to understand main ideas, specific details and attitude or opinions on an increased range
of familiar topics.
5 • Shows very good ability to understand longer sequences of classroom instructions, more complex questions,
longer simple narratives and to guess the meaning of unfamiliar words.
• Shows very good ability to recognise typical features of a small number of spoken genres.

• Shows excellent ability to understand main ideas, specific details and attitude or opinions on an increased range of
topics.
6 • Shows excellent understanding of longer sequences of classroom instructions, more complex questions, longer
simple narratives and to guess the meaning of unfamiliar words.
• Shows excellent ability to recognise typical features of a small number of spoken genres.

TAHAP
BERTUTUR (SPEAKING)
PENGUASAAN
• Hardly shows any ability to find out about and communicate information, plans, ambitions and feelings clearly even
with a lot of support.
1 • Hardly manages interaction in communicating a point of view and to use formal and informal registers appropriately
in some familiar contexts even with a lot of support.
• Hardly shows any ability to summarise the main points of a story even with a lot of support.

• Shows limited ability to find out about and communicate information, plans, ambitions and feelings clearly with a lot
of support.
2
• Shows limited ability to manage interaction in communicating a point of view and to use formal and informal
registers appropriately in some familiar contexts with a lot of support.
• Shows limited ability to summarise the main points of a story with a lot of support.

• Displays adequate ability to find out about and communicate information, plans, ambitions and feelings clearly.
• Displays adequate ability to manage interaction in communicating a point of view and to use formal and informal
3
registers appropriately in some familiar contexts.
• Displays adequate ability to summarise the main points of a story.

• Displays good ability to find out about and communicate information, plans, ambitions and feelings clearly.
• Displays good ability to manage interaction in communicating a point of view and to use formal and informal
4
registers appropriately in some familiar contexts.
• Displays good ability to summarise the main points of a story.
 • Displays very good ability to find out about and communicate information, plans, ambitions and feelings clearly.
• Displays very good ability to manage interaction in communicating a point of view and to use formal and informal
5 registers appropriately in some familiar contexts.
• Displays very good ability to summarise the main points of a story

• Displays excellent ability to find out about and communicate information, plans, ambitions and feelings clearly.
• Displays excellent ability to manage interaction in communicating a point of view and to use formal and informal
6 registers appropriately in some familiar contexts.
• Displays excellent ability to summarise the main points of a story.
• Displays exemplary model of language use to others.

TAHAP
MEMBACA (READING)
PENGUASAAN

• Hardly understands the main points and specific details in longer texts even with a lot of support.
• Hardly shows any ability to use familiar resources to check meaning and extend understanding, and guess the
1 meaning of unfamiliar words even with a lot of support.
• Hardly shows any ability to give personal response to a variety of texts, recognise the attitude or opinion of the
writer on an increased range of familiar topics and typical features of a range of genres even with a lot of support.

• Shows limited ability to understand the main points and specific details in longer texts with a lot of support.
• Shows limited ability to use familiar resources to check meaning and extend understanding, and guess the
2 meaning of unfamiliar words with a lot of support.
• Shows limited ability to give personal response to a variety of texts, recognise the attitude or opinion of the writer
on an increased range of familiar topics and typical features of a range of genres with a lot of support.

• Displays adequate ability to understand the main points and specific details in longer texts
• Displays adequate ability to use familiar resources independently to check meaning and extend understanding,
3 and guess the meaning of unfamiliar words.
• Displays adequate ability to give personal response to a variety of texts, recognise the attitude or opinion of the
writer on an increased range of familiar topics and typical features of a range of genres with support.

• Shows good ability to understand the main points and specific details in longer texts.
• Shows good ability to use familiar resources independently to check meaning and extend understanding, and
4 guess the meaning of unfamiliar words.
• Shows good ability to give personal response to a variety of texts, recognise the attitude or opinion of the writer on
an increased range of familiar topics and typical features of a range of genres.
• Displays very good ability to understand the main points and specific details in longer texts.
• Displays very good ability to use familiar resources independently to check meaning and extend understanding,
5 and guess the meaning of unfamiliar words.
• Displays very good ability to give personal response to a variety of texts, recognise the attitude or opinion of the
writer on an increased range of familiar topics and typical features of a range of genres.

• Displays excellent ability to understand the main points and specific details in longer texts.
• Shows excellent ability to use familiar resources independently to check meaning and extend understanding, and
guess the meaning of unfamiliar words.
6
• Displays excellent ability to give personal response to a variety of texts, recognise the attitude or opinion of the
writer on an increased range of familiar topics and typical features of a range of genres.
• Displays exemplary model of language use to others.

TAHAP
MENULIS (WRITING)
PENGUASAAN
• Hardly shows any ability to summarise the main points and explain key details in of a story, text or plot even with a
lot of support.
• Hardly shows any ability to express and organise information, ideas, opinions and feelings even with a lot of
support.
1 • Hardly shows any ability to use formal and informal registers appropriately, punctuate and spell written work with
moderate accuracy even with a lot of support.
• Hardly shows any ability to plan or draft two paragraphs or more and modify appropriately even with a lot of
support.
 • Shows limited ability to summarise the main points and explain key details in of a story, text or plot with a lot of
support.
• Shows limited ability to express and organise information, ideas, opinions and feelings with a lot of support.
2 • Shows limited ability to use formal and informal registers appropriately, punctuate and spell written work with
moderate accuracy with a lot of support.
• Shows limited ability to plan or draft two paragraphs or more and modify appropriately with a lot of support.

• Shows adequate ability to summarise the main points and explain key details in of a story, text or plot.
• Shows adequate ability to express and organise information, ideas, opinions and feelings.
3 • Shows adequate ability to use formal and informal registers appropriately, punctuate and spell written work with
moderate accuracy.
• Shows adequate ability to independently plan or draft two paragraphs or more and modify appropriately.

• Shows good ability to summarise the main points and explain key details in of a story, text or plot.
• Shows good ability to express and organise information, ideas, opinions and feelings.
4 • Shows good ability to use formal and informal registers appropriately, punctuate and spell written work with
moderate accuracy.
• Shows good ability to independently plan or draft two paragraphs or more and modify appropriately.

• Shows very good ability to summarise the main points and explain key details in of a story, text or plot.
• Shows very good ability to express and organise information, ideas, opinions and feelings.
5 • Shows very good ability to use formal and informal registers appropriately, punctuate and spell written work with
moderate accuracy.
• Shows very good ability to independently plan or draft two paragraphs or more and modify appropriately.

• Displays excellent ability to summarise the main points and explain key details in of a story, text or plot.
• Displays excellent ability to express and organise information, ideas, opinions and feelings.
• Displays excellent ability to use formal and informal registers appropriately, punctuate and spell written work with
6
moderate accuracy.
• Displays excellent ability to independently plan or draft two paragraphs or more and modify appropriately.
• 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: 0 Guru Mata Pelajaran: 0
Kelas 0

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

5 5

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

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

JUMLAH 0 MURID JUMLAH 0 MURID

20
0 0

TAHAP PENGUASAAN KESELURUHAN

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

BIL. MURID
2

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

JUMLAH 0 MURID