Pelaporan PBD Bi 4 SN

SEKOLAH : SMK MUNSHI ABDULLAH
ALAMAT : SABAK BERNAM
: SELANGOR
TARIKH PELAPORAN : 8/8/2022

Sila tentukan peringkat pentaksiran
MATA PELAJARAN NAMA GURU MATA PELAJARAN: EN MASHUDI BIN MISBAN Pentaksiran Pertengahan Tahun
BAHASA INGGERIS KELAS: TINGKATAN 4 SAINS Pentaksiran Akhir tahun
KEMAHIRAN KEMAHIRAN KEMAHIRAN KEMAHIRAN

NO. MY KID / NO.
TAHAP PENGUASAAN
BIL. NAMA MURID KAD JANTINA MENDENGAR BERTUTUR MEMBACA MENULIS (WRITING) KESELURUHAN
PENGENALAN (LISTENING) (SPEAKING) (READING)
1 ADAM HAIKAL BIN NOOR ASMADI 060529101763 L 3 3 3 3 3

2 AINNUR HUMAIRA BT MOEHAMMED KHOIR 060818100804 P 3 3 3 3 3
3 DANISH HAKIM B MOHD RUSTAN EFFENDI 061015100901 L 3 3 4 4 3
4 DHIYA SHRI A/P PARAMANANTHAN 060726080578 P 3 3 3 3 3
5 MUHAMMAD AFIF DANISH B NORASRI 061107120459 L 3 3 3 3 3
6 MUHAMMAD FAZRI ZAIM BIN MOHD ZAINI 060822101017 L 3 3 3 3 3
7 NAZLIN ZERINA BINTI NAZERI 060123100322 P 3 3 3 3 3
8 NUR AIN ATHIRA BINTI ZURAIDI 061103102018 P 3 3 3 3 3
9 NUR ANIS SYIFA BINTI SANUSI 060622010954 P 3 3 3 3 3
10 NUR SYAMIMI BINTI ROSDI 060204080992 P 3 3 3 3 3
11 NURA'INA BT MOHAMAD SYAHARUDDIN 060102101334 P 4 4 4 4 4
12 NURIZZATI ALEYA BT JAMALUDIN AMINI 060611080826 P 4 3 4 4 4
13 SITI NUR ALEEYA BINTI MOHD KAMAL 060208100874 P 3 3 3 3 3
14 SITI SUFIANA BINTI MASHUDI 060209080270 P 4 3 4 4 4
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NO. MY KID / NO.
TAHAP PENGUASAAN
BIL. NAMA MURID KAD JANTINA MENDENGAR BERTUTUR MEMBACA MENULIS (WRITING) KESELURUHAN
PENGENALAN (LISTENING) (SPEAKING) (READING)
…………………………………………………
EN MOHD SUEIB BIN ISMAIL
PENGETUA
SMK MUNSHI ABDULLAH
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.
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
3.1.6
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.
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.
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
M11: PERFORMANCE STANDARDS FOR LISTENING SKILLS
LEVEL 1:
• Hardly shows any understanding of classroom instructions, complex questions and guess the meaning of unfamiliar words even with a lot of support.
LEVEL 2:
• Shows limited understanding of classroom instructions, complex questions and guess the meaning of unfamiliar words.
LEVEL 3:
• Shows satisfactory understanding of classroom instructions, complex questions and guess the meaning of unfamiliar words.
LEVEL 4:
• Shows good understanding of classroom instructions, complex questions, and guess the meaning of unfamiliar words.
LEVEL 5:
• 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.
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 LISTENING SKILLS
LEVEL 1:
• Hardly shows any understanding of classroom instructions, complex questions and guess the meaning of unfamiliar words even with a lot of support.
LEVEL 2:
• Shows limited understanding of classroom instructions, complex questions and guess the meaning of unfamiliar words.
LEVEL 3:
• Shows satisfactory understanding of classroom instructions, complex questions and guess the meaning of unfamiliar words.
LEVEL 4:
• Shows good understanding of classroom instructions, complex questions, and guess the meaning of unfamiliar words.
LEVEL 5:
• 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.
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
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.
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.
AD9: TP keseluruhan
Hanya dilaporkan untuk Pentaksiran Akhir Tahun sahaja.
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)
SMK MUNSHI ABDULLAH
SABAK BERNAM LOGO
SELANGOR SEKOLAH
8 August, 2022 NOTA : JANGAN PADAM
BAHASA INGGERIS ###

###
Nama Murid ADAM HAIKAL BIN NOOR ASMADI ###
No. MY KID 060529101763 ###
Jantina L ###
Kelas TINGKATAN 4 SAINS ###
Nama Guru EN MASHUDI BIN MISBAN ###
Tarikh Pelaporan 8 August, 2022 ###
###
###
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 understand the main ideas, specific details and attitudes or opinions independently in an extended text.
• Can understand longer simple narratives on a wide range of familiar topics and guess the meaning of unfamiliar words
adequately.
MENDENGAR
3 • Can understand more complex questions, recognise typical features at word, sentence and text levels of a range of
(LISTENING)
spoken texts with support.
###
• Can communicate information, feelings, plans and ambitions clearly.
BERTUTUR
3 • Can manage interaction, explain and justify a point of view and use registers appropriately.
(SPEAKING)
###
• Can summarise the main points of a story, text or plot adequately.
• Can understand the main ideas, specific details and information in extended texts adequately.
MEMBACA (READING) 3
• Can independently use dictionary skills adequately and guess the meaning of some unfamiliar words.
###
•• Can
Can investigate
communicate andinformation,
analyse national
ideas, issues,
feelingsrecognise attitude
and opinions or opinion
clearly as well of
asthe writer and
organise typical features
information of texts
coherently.
adequately.
• Can produce a plan or draft and modify this in response to feedback or independently.
MENULIS (WRITING) 3
• Can use registers appropriately as well as punctuate and spell with reasonable accuracy.
###
###
###
ULASAN GURU : ###
###
###
###
###
###
###
###
………………………………………………………………………… ………………………………………………………………………… ###
EN MASHUDI BIN MISBAN EN. MOHD SUEIB BIN ISMAIL ###
GURU MATA PELAJARAN PENGETUA ###
SMK MUNSHI ABDULLAH SMK MUNSHI ABDULLAH ###
###
DATA PERNYATAAN STANDARD PRESTASI
TAHAP
MENDENGAR (LISTENING)
PENGUASAAN
• Can display minimal understanding of the main ideas, specific details and attitudes or opinions in an extended
text after repeated listening with a lot of support.
• Can display minimal understanding of longer simple narratives after repeated listening and guess the meaning of
1 very few unfamiliar words with a lot of support.
• Can understand very few complex questions, recognise minimal features at word, sentence and text levels of a
range of spoken texts with a lot of support.
• Can display some understanding of the main ideas, specific details and attitudes or opinions in an extended text with
a lot of support.
• Can display some understanding of longer simple narratives and guess the meaning of some unfamiliar words with a
2 lot of support.
• Can display some understanding of complex questions, recognise some features at word, sentence and text levels of
a range of spoken texts with a lot of support.
• Can understand the main ideas, specific details and attitudes or opinions independently in an extended text.
• Can understand longer simple narratives on a wide range of familiar topics and guess the meaning of unfamiliar
words adequately.
3
• Can understand more complex questions, recognise typical features at word, sentence and text levels of a range of
spoken texts with support.
• Can understand the main ideas, specific details and attitudes or opinions independently in an extended text by
responding clearly to given tasks at times.
• Can understand longer simple narratives on a wide range of familiar topics by responding to given tasks in own
4 words at times and guess the meaning of unfamiliar words.
• Can understand more complex questions, recognise typical features at word, sentence and text levels of a range of
spoken genres with some support.
responding clearly to given tasks most of the time.
5 words most of the time and guess the meaning of unfamiliar words.
• Can understand more complex questions, recognise features at word, sentence and text levels of a range of spoken
genres with little support.
responding spontaneously and clearly to given tasks with ease.
words at all times and guess the meaning of unfamiliar words effectively.
6
• Can understand more complex questions, recognise features at word, sentence and text levels of a range of spoken
genres easily with little support.
• Can guide others in a given task.

TAHAP
BERTUTUR (SPEAKING)
PENGUASAAN
• Can display minimal ability to communicate information, feelings, plans and ambitions with a lot of support.
• Can display minimal ability to manage interaction, explain a point of view and use registers with a lot of support.
1
• Can display minimal ability to summarise the main points of a story, text or plot with a lot of support.
• Can display some ability to communicate information, feelings, plans and ambitions with a lot of support.
2 • Can display some ability to manage interaction, explain a point of view and use registers with a lot of support.
• Can display some ability to summarise the main points of a story, text or plot with a lot of support.
• Can communicate information, feelings, plans and ambitions clearly.
3 • Can manage interaction, explain and justify a point of view and use registers appropriately.
• Can summarise the main points of a story, text or plot adequately.
• Can communicate information, feelings, plans and ambitions clearly by providing some relevant details.
• Can manage interaction, explain and justify a point of view and use registers appropriately by sustaining
4
communication occasionally.
• Can summarise the main points of a story, text or plot by restating in own words occasionally.
• Can communicate information, feelings, plans and ambitions clearly by providing a lot of relevant details.
5
communication most of the time.
• Can summarise the main points of a story, text or plot by restating in own words most of the time.
• Can communicate information, feelings, plans and ambitions clearly and confidently by providing a lot of relevant
details.
6 communication naturally.
• Can summarise the main points of a story, text or plot spontaneously by restating in own words at all times.
• Can display exemplary model of language use and guide others in a given task.
TAHAP
MEMBACA (READING)
PENGUASAAN
• Can display minimal understanding of the main ideas, specific details and information in extended texts with a lot of
support.
• Can display minimal ability to use dictionary skills and guess the meaning of very few unfamiliar words with a lot of
1 support.
• Can display minimal ability to investigate national issues, recognise attitude or opinion of the writer and typical
features of texts with a lot of support.
• Can display some understanding of the main ideas, specific details and information in extended texts with a lot of
support.
• Can display some ability to use dictionary skills and guess the meaning of some unfamiliar words with a lot of
2 support.
• Can display some ability to investigate national issues, recognise attitude or opinion of the writer and typical
features of texts with a lot of support.
• Can understand the main ideas, specific details and information in extended texts adequately.
• Can independently use dictionary skills adequately and guess the meaning of some unfamiliar words.
3
• Can investigate and analyse national issues, recognise attitude or opinion of the writer and typical features of texts
adequately.
• Can understand the main ideas, specific details and information in extended texts by responding clearly to given
tasks most of the time.
• Can independently use dictionary skills appropriately and guess the meaning of some unfamiliar words.
4
by responding clearly to given tasks most of the time.
• Can understand the main ideas, specific details and information in extended texts by responding clearly to given
tasks at all times.
• Can independently use dictionary skills appropriately and guess the meaning of some unfamiliar words.
5
by responding clearly to given tasks at all times.
• Can understand the main ideas, specific details and information in extended texts by responding effectively to given
tasks.
• Can independently use dictionary skills effectively and guess the meaning of some unfamiliar words.
6
by responding effectively.
.
• Can display exemplary model of language use and guide others in a given task.
TAHAP
MENULIS (WRITING)
PENGUASAAN
• Can display minimal ability to communicate information, ideas, feelings and opinions as well as organise information
with a lot of support.
1
• Can display minimal ability to produce a plan or draft and modify this in response to feedback with a lot of support.
• Can display minimal ability to use registers, punctuations and spell with a lot of support.
• Can display some ability to communicate information, ideas, feelings and opinions as well as organise information
with a lot of support.
2
• Can display some ability to produce a plan or draft and modify this in response to feedback with a lot of support.
• Can display some ability to use registers, punctuations and spell with a lot of support.
• Can communicate information, ideas, feelings and opinions clearly as well as organise information coherently.
3 • Can produce a plan or draft and modify this in response to feedback or independently.
• Can communicate information, ideas, feelings and opinions clearly as well as organise information coherently with
very few relevant details.
4
• Can produce a plan or draft and modify this in response to feedback or independently with very few relevant details.
• Can communicate information, ideas, feelings and opinions clearly as well as organise information coherently with
some relevant details.
5
• Can produce a plan or draft and modify this in response to feedback or independently with some relevant details.
• Can communicate information, ideas, feelings and opinions clearly as well as organise information coherently using
a variety of relevant details.
6 • Can produce a plan or draft and modify this in response to feedback or independently with a variety of relevant
details.
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
Sekolah: SMK MUNSHI ABDULLAH Guru Mata Pelajaran: EN MASHUDI BIN MISBAN
Kelas TINGKATAN 4 SAINS
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 11 3 0 0 BIL. MURID 0 0 13 1 0 0
15 15
13
11
10 10
5 5
3
1
0 0 0 0 0 0 0 0
0 0
1 2 3 4 5 6 1 2 3 4 5 6
JUMLAH 14 MURID JUMLAH 14 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 10 4 0 0 BIL. MURID 0 0 10 4 0 0
15 12
10
10
10
10 8
6
4
5 4 4
2
0 0 0 0 0 0 0 0
0 0
1 2 3 4 5 6 1 2 3 4 5 6
JUMLAH 14 MURID JUMLAH 14 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 11 3 0 0
BIL. MURID
12 11
10
4 3
2
0 0 0 0
0
1 2 3 4 5 6
JUMLAH 14 MURID

Pelaporan PBD Bi 4 SN

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Pelaporan PBD Bi 4 SN

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SEKOLAH : SMK MUNSHI ABDULLAH

ALAMAT : SABAK BERNAM

TARIKH PELAPORAN : 8/8/2022

KEMAHIRAN KEMAHIRAN KEMAHIRAN KEMAHIRAN

1 ADAM HAIKAL BIN NOOR ASMADI 060529101763 L 3 3 3 3 3

E11: PERFORMANCE STANDARDS FOR LISTENING SKILLS

F10: LEARNING STANDARDS FOR SPEAKING SKILLS

G10: LEARNING STANDARDS FOR READING SKILLS

G11: PERFORMANCE STANDARDS FOR READING SKILLS

H11: PERFORMANCE STANDARDS FOR WRITING SKILLS

M9: LEARNING STANDARDS FOR LISTENING SKILLS

N9: LEARNING STANDARDS FOR SPEAKING SKILLS

N11: PERFORMANCE STANDARDS FOR LISTENING SKILLS

O9: LEARNING STANDARDS FOR READING

P9: LEARNING STANDARDS FOR WRITING SKILLS

P11: PERFORMANCE STANDARDS FOR WRITING SKILLS

D PENENTUAN TAHAP PENGUASAAN (Dilengkapkan oleh unit mata pelajaran)

BAHASA INGGERIS ###

Berikut adalah pernyataan bagi

• Can guide others in a given task.

• Can communicate information, feelings, plans and ambitions clearly.

• Can summarise the main points of a story, text or plot adequately.

MENDENGAR (LISTENING) BERTUTUR (SPEAKING)

JUMLAH 14 MURID JUMLAH 14 MURID

MEMBACA (READING) MENULIS (WRITING)

JUMLAH 14 MURID JUMLAH 14 MURID

TAHAP PENGUASAAN KESELURUHAN

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