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1119/2 BAHASA INGGERIS KERTAS 2
1.0 ASSESSMENT INSTRUMENT
Subject Code : 1119/2

Type : Subjective
Marks : 60 Marks
Time : 1 hour 30 minutes
1.1 ASSESSMENT DESIGN
Paper 2 comprises 3 parts: Part 1, Part 2 and Part 3 (3 Questions).
Part 1 : Short Communicative Message [20 marks]

Part 2 : Guided Writing [20 marks]
Part 3 : Extended Writing (3 Questions) [20 marks]
2.0 PERFORMANCE OF CANDIDATES

2.1 PERFORMANCE OF CANDIDATES PART 1 (QUESTION 1)
2.1.1 Overall Performance
Part 1 is intended for lower-proficiency (A2 level) candidates. Hence, the
higher-proficiency candidates were able to score full marks (20 marks) for
this part. Candidates did well in Part 1 and even the low proficient
candidates managed to get some marks. There were not many
unattempted scripts for this question.
2.1.2 PERFORMANCE OF CANDIDATES ACCORDING TO THE GROUP

High Performance
Part 1 is targeted at A2 level. Hence, the high-proficiency candidates were
able to score full marks (20 marks) easily. They were able to fulfil all the
task requirements. Target reader was fully informed.
Average Performance
The candidates in this group were able to produce a text that
communicated simple ideas in simple ways. Text was connected using
basic high-frequency connectors.
Bahasa Inggeris 1119/2 1 Kupasan Mutu Jawapan SPM 2022

2.2 REVIEW OF CANDIDATES’ RESPONSES FOR PART 1
Examples of answer by candidates with high achievement
i. Content
Candidate is able to answer all four tasks well where all the content given
is relevant and the reader understands the content presented.
Contents 1 and 2: Where to meet and what time works best

Content 3 : How to help Julia?
Content 4: Should they bring anything?
ii. Communicative Achievement

Candidate uses communication features for the given task which is to write AN
EMAIL effectively. They are able to communicate easily and confidently, meeting all
the communicative requirements of an email.
iii. Organisation
The email written by candidate uses simple connectors and a limited number of
cohesive devices appropriately which generally have a positive effect on writing. The
ideas flow well. The candidate is also able to use appropriate connectors and
cohesive devices.
Example 1: First of all, because, that

Example 2: …and…
iv. Language
Candidate uses basic vocabulary appropriately, simple grammatical forms with a
good degree of control and even though errors are noticeable, meaning can still be
determined. Candidate uses basic vocabulary.
Example 1: time, morning, things, house.
Candidate uses simple grammatical forms with a good degree of control.

Example 2: I think we should meet at my house.
Even though errors are noticeable, meaning can still be determined.

Example 3: We cant lift all their things but we can do our best to clean the house for
example…

Examples of answer by candidates with average achievement
i. Content
All content is relevant but not informative enough. Some minor irrelevances and
omissions may be present. Target reader is on the whole informed.
Content 1: Where to meet
Content 2: What time works best
Content 3: How to help Julia
Content 4: Should they bring anything?

Candidate only produces a text that communicates simple ideas in simple ways.
Candidate fulfils the communicative task using the correct genre, register and format
of an email.
Example 1: Opening

Example 2: Closing
iii. Organisation
Text is connected using basic, high frequency connectors. For example, and,
because and so.
iv. Language
Candidate uses basic vocabulary reasonably well and simple grammatical forms
with some degree of control. Candidate uses basic vocabulary reasonably well and
simple grammatical forms with some degree of control.
Example 1:
Errors may impede meaning at times. Use of L1.

Example 2:

2.3 SUGGESTIONS FOR PART 1
2.3.1 Suggestion For Students

a) Read and understand the rubric.
b) More practice on how to use linkers and high frequency cohesive
devices.
c) Familiarise themselves with different types of short messages.
d) Learn how to write short and concise messages.
e) Number the tasks given in the stimuli.
f) Identify the target reader to ensure the correct tone is used.
2.3.2 Suggestion For Teachers

a) Teach students to write short messages using an informal tone.
b) Give more practice on writing short messages.
c) Help students to identify task’s requirement.
d) Prepare more exercises on writing simple sentences for
low-proficiency students.
e) Expose students to write short messages on different themes.

2.4 PERFORMANCE OF CANDIDATES PART 2

Average candidates were able to answer Part 2. It might be due to this part
being intended for B1 level candidates. Some candidates had problems
with Content because they did not have a prior knowledge of what cultural
traditions are. However, the good candidates were able to score in this part.

High Performance
Part 2 is targeted at B1 level. Therefore, the high-proficiency candidates
were able to score high marks. They fulfilled all the tasks requirements and
used the correct conventions of the communicative tasks to communicate
straightforward ideas.
Average Performance
The candidates in this group were able to produce a text that communicated
simple ideas in simple ways. Text was connected using simple connectors
and a limited number of cohesive devices.

2.5 REVIEW OF CANDIDATES’ RESPONSES FOR PART 2

i. Content
All content is relevant to the task. Target reader is fully informed. The candidate has
addressed the first note by writing about some cultural traditions that are still
practised.
Example 1:
The candidate has addressed the second note by giving his/her view on why it is
important to appreciate our cultural traditions.
Example 2:

The candidate has addressed the last note by explaining ways to encourage young
people to keep the traditions alive.

The candidate produces a text that uses the conventions of an essay to hold the
target reader’s attention and communicates straightforward ideas appropriately. The
response fits the format of an essay. Ideas expressed use standard English and are
stated clearly. There is no misunderstanding or blurring of the ideas.

iii. Organisation
The essay is generally well-organised as it uses an introduction to explain the topic
well and a conclusion to tie up all the points effectively.
The candidate uses two paragraphs to address the first note and one paragraph
each for the second and third note. It is also coherent as the candidate uses a wide
variety of cohesive devices like ‘Undoubtedly’, ‘as well as’, ‘but’, ‘during’, ‘such as’,
‘Other than that’, ‘because’, ‘Despite’, ‘On the other hand’, ‘also’, ‘For example’,
‘Hence’, ‘Additionally’, ‘In a nutshell’ and ‘Therefore’ to link ideas together.
Example 1: Paragraphing and coherence
Example 2: ‘Undoubtedly’, ‘as well as’ and ‘But’.

Example 3: ‘such as’, ‘Other than that’, ‘because’ and ‘Despite’.
Example 4: ‘On the other hand’, ‘also’, ‘For example’ and ‘Hence’.
iv. Language
The candidate uses a range of simple to complex grammatical forms with a good
degree of control. The candidate uses a range of everyday vocabulary and some
less common lexis which are appropriate to the task.
Example 1:
Everyday vocabulary - bond, education, develop, gift, respect, comfort, information.
Less common lexis - undoubtedly, chaotic, collective, crucial, fortify, implementing,
spotlight, norm, infamous, root.

The candidate uses a range of simple and some complex grammatical forms with a
good degree of control.
Example 2:
Complex grammatical form.
‘Other than that, the night of Aidilfitri is usually chaotic because everyone in the
house, especially mothers will start cooking and cleaning for Hari Raya.’
‘Additionally, with the easy access to technology nowadays, we must use it at our
best by providing useful information on cultural traditions.’

i. Content
Although content is relevant to the task, omissions may be present. Target reader
is, on the whole, informed.
Example 1: The candidate has addressed the first note.

Example 2: The candidate has addressed the second note explicitly.
Example 3: The candidate attempts to address the last note by explaining how to
encourage young people to keep the traditions alive but is not successful.

The candidate produces a text that communicates straightforward ideas using the
conventions of the communicative task reasonably appropriately.
Candidate writes, “It is important to appreciate our cultural traditions because the fact
we live together in the same country, might as well want to keep the relationship
stronger”.

iii. Organisation
The candidate organises the essay in paragraphs but uses only one paragraph to
address all the three notes.
It is also generally coherent as the candidate uses simple connectors and a limited
number of cohesive devices such as ‘that’ ‘As an example’, ‘such as’, ‘and’, ‘because’,
and ‘So’ appropriately.
iv. Language
The candidate is able to use basic vocabulary appropriately and uses simple
grammatical forms with a good degree of control. While errors are noticeable,
meaning can still be determined.
Example 1:
The candidate is able to use basic vocabulary appropriately.
Example 2:
The candidate is able to use simple grammatical forms with a good degree of control

Example 3:
While errors are noticeable, meaning can still be determined.

2.6.1 Suggestion For Students

a) Read and understand the rubric.
b) Number the tasks given in the stimuli.
c) Plan their writing to ensure there are introduction, body and conclusion.
d) Fulfil the requirement of the question.
e) Use a variety of cohesive devices especially the low frequency ones.
f) Identify the target reader to ensure the correct tone is used.
g) Read more materials on different themes.
2.6.2 Suggestion For Teachers

a) Guide students to plan their writing.
b) Teach students to use cohesive devices appropriately.
c) Give more practice on writing complex grammatical forms in their
essays.
d) Expose students on how to write coherent essays.
e) Teach the students the correct convention of guided essay.
f) Train students to express their opinions.

2.7 PERFORMANCE OF CANDIDATES PART 3

Question 3 (i.e. an article on online gaming) is the most popular perhaps
because the subject matter is close to the candidates. For good candidates,
it is a chance for them to showcase their knowledge and writing ability
related to online games in which they use a convincing tone when
describing the games in detail. Even the weak candidates manage to tackle
this question and get some content points despite their poor language
proficiency.
For Question 4 (i.e. a story), many candidates do not begin their story with
the opening 10 words given. Some do not manage to fully address the task
where they need to explain how the discovery changed Kumar’s perception
of the place.
Question 5 (i.e a report on a visit to a museum) is the least attempted as
many candidates prefer Question 3 (i.e online gaming).

High Performance
Part 3 is targeted at B2 level. Therefore, the high-proficiency candidates
were able to use the conventions of the communicative task effectively to
hold the target reader’s attention and communicate with ease, fulfilling all
communicative purposes. They were able to write a well-organized and
coherent essay, using a range of simple and complex grammatical forms.
Average Performance
The candidates in this group were only able to produce an extended writing
with minor irrelevances and/or omissions. They only used a range of
everyday vocabulary with occasional inappropriate use of less common
lexis.

2.8 REVIEW OF CANDIDATES’ RESPONSES FOR QUESTION 3

i. Content
All content is relevant to the task and well-explained.
Example 1: Do you enjoy playing online games? Tell us about an online game you
enjoy.
Example 2: Share with us why you like playing online games.

Example 3: Explain how you balance your time between playing games and doing
school work.

The candidate produces a text that uses the conventions of an article to hold the target
reader’s attention and communicates straightforward ideas appropriately. The
response fits the format of an article. Ideas are expressed clearly. There is no
misunderstanding or blurring of the ideas put forward. The tone, register and format
are all correctly used.
Example 1: Tone
Example 2: Format
iii. Organisation
The essay is generally well-organised as it uses an introduction to explain the topic
well and a conclusion to tie up all the points effectively. A variety of cohesive devices
is also used.
Example 1: I am not a big gamer, however…

Example 2: Additionally, …
iv. Language
The candidate uses a range of everyday vocabulary and some less common lexis
which are appropriate to the task.
Merits / Good phrases:

Example 1: hold close to my heart,
Example 2: …kill two birds with one stone
The candidate uses a range of simple and some complex grammatical forms with a
good degree of control.
Example 1: Although, what makes it challenging is the mode of levels change from
time to time along with the difficulty level.
Example 2: On the other hand, I know I still have responsibilities to uphold so I

always set a timer when I start playing.

i. Content
The candidate has addressed all the content points. All content is relevant to the
task and target reader is fully informed.
Example 1: The candidate has addressed the name of the online game in
paragraph 2.
Example 2: The candidate has addressed the reasons paragraph 1.
Example 3: The candidate has addressed the way to balance their time between
playing games and doing schoolwork in paragraph 2.

Candidate produces a text that communicates straightforward ideas using the
conventions of the communicative task reasonably appropriately but not able to hold
the reader’s attention.

iii. Organisation
Text is generally well-organised and coherent, using a variety of cohesive devices
and some simple connectors throughout the text. The paragraphing is also effective,
despite some errors.

vi. Language
Candidate uses basic vocabulary appropriately and the errors do not impede
communication.


i. Content
All content is relevant to the task and well-explained.
Example 1: Using the sentence given as the beginning of the story.
Example 2: An interesting discovery Kumar made at the place.

Example 3: how the discovery changed Kumar’s impression of the place.

Candidate uses the conventions of storytelling effectively to hold readers’ attention.
Hence, reading can be done with ease. Abstract ideas are used.
iii. Organisation
The story is well-structured, organised and coherent. Paragraphing has been used
to good effect to help the flow of the narrative. Appropriate punctuations used have
been helpful.

iv. Language
Candidate uses a range of vocabulary, including less common lexis, appropriately.
Also, a range of simple and complex grammatical forms with control and flexibility
has been used.
Example 1: Compound complex structure
Example 2: Less common lexis – ‘seek refuge’, ‘haggard’, and ‘wearing a smile
filled with content’.

i. Content
Content is addressed successfully. Target reader is fully informed.
Example 1: The beginning has been used well to create the physical setting for the
story.
Example 2: Candidate has chosen to give a series of discoveries as opposed to a

singular one.

Example 3: How the discovery changed Kumar’s impression of the place.

Candidate uses the conventions of a story to hold the reader’s attention. Uses
effective elements of storytelling (e.g: setting, suspense and climax) to keep the
reader guessing until the end.

iii. Organisation
The story is organised. Paragraphing has been used to good effect to help move the
plot. Notwithstanding, it lacks cohesion in certain paragraphs.
iv. Language
Candidate uses a range of everyday vocabulary with occasional inappropriate use
of less common lexis. Uses a range of simple and some complex grammatical forms
with a good degree of control.
Example 1: Everyday vocabulary (e.g: ‘started’, ‘part’ and ‘dirty’)
Example 2: Inappropriate use of less common lexis (i.e: ‘confirm’ instead of ‘affirm’)

Example 3: A range of simple and some complex grammatical forms with a good
degree of control


i. Content
All content is relevant to the task and target reader is fully informed.
Example 1: The details on what made the journey smooth.

Example 2: The new knowledge learned there.
Example 3: The reasons why the club should organise more visits like this.

Candidate uses the conventions of the communicative task effectively to hold the
target reader’s attention and communicate with ease, fulfilling all communicative
purposes. The tone, register and lexis used are generally appropriate to a report to
the principal. Candidate uses descriptive language in a few parts of the text which is
inappropriate to a report.

iii. Organisation
Text is generally well-organised and coherent, using a variety of cohesive devices
with generally good effect. Ideas are well-paragraphed. Punctuation is used
appropriately.

vi. Language
The candidate uses a range of vocabulary, including less common lexis,
appropriately and a range of simple and complex grammatical forms with control and
flexibility. There are occasional errors.
Example 1: A range of vocabulary, including less common lexis. (E.g: ‘prosperous’,

‘real segment’, ‘scream of excitement’, ‘wondering in awe’ and ‘sooth their
giddiness’.)
Example 2: A range of simple and complex grammatical forms with control and
flexibility

i. Content
All content is relevant to the task. Target reader is fully informed.
Example 1: The details on what made the journey smooth.
Example 2: The new knowledge learned there.
Example 3: The reasons why the club should organise more visits like this

Candidate’s performance shares features of Scores 3 and 1. Candidate uses the
conventions of the communicative task to hold the target reader’s attention and
communicate straightforward ideas appropriately. However, the opening is
inappropriate to a report. Reading is not smooth due to frequent errors.
iii. Organisation
Candidate’s performance shares features of Scores 3 and 1. Text is generally well-
organised and coherent due to good paragraphing but candidate mostly uses simple
connectors and a limited number of cohesive devices.
iv. Language
Candidate uses basic and everyday vocabulary appropriately and simple
grammatical forms with a good degree of control. Errors are noticeable but meaning
can still be determined.
Example 1: Appropriate use of basic and everyday vocabulary (E.g: ‘student’,

‘leaders’, ‘everything’ and ‘know’.

Example 2: Use complex and simple grammatical forms with a good degree of
control.
Example 3: Errors are noticeable but meaning can still be determined.

3.1.1 Suggestions For Students
a) Organise the essay in paragraphs.
b) Edit the essay after completing it.
c) Remember to indicate the question number of your answer.
d) Be more ambitious in terms of using complex grammatical forms and
less common lexis.
e) Use the correct conventions of the communicative task effectively to
hold target readers’ attention.
f) Inculcate the reading habit to enrich your vocabulary.
g) Read materials of different themes and genres to widen knowledge.
3.1.2 Suggestions For Teachers

a) Incorporate different teaching strategies to teach writing especially for
low proficiency students.
b) Teach students to plan before they start to write. Use mind-maps, etc.
c) Emphasise grammar and spelling. Do sufficient grammar practice.
d) Expose students to reading materials of different themes and genres.
e) Encourage creative thinking so that students can process and
understand information better.

Penghargaan
PENASIHAT:
DR. MOHD AZAM BIN AHMAD
PENGERUSI:
ENCIK BASRI BIN HASSAN
URUS SETIA:
DR. HABIBAH BINTI MAT REJAB
DR JAIN BIN CHEE
PUAN AIMI MAHFUZAH BINTI MOHD. KAMALLUDEEN
PUAN LAILY FAZLIN BINTI DATO SRI KHAIRIL
EDITOR:
ENCIK MOHD FATHI BIN ADNAN (KETUA EDITOR)
PUAN NORAZAH BINTI BIDI (PEN. KETUA EDITOR)
PUAN NORHATINI BINTI SHAARI
PUAN FAIZAH BINTI SAMAD
ENCIK IZZAT ISMAIL BIN IDRIS
ENCIK MAHADI BIN MAHMOD
PANEL PENULIS:
KP & KPB BAHASA MELAYU SPM KERTAS 1
KP & KPB BAHASA MELAYU SPM KERTAS 2
KP & KPB BAHASA INGGERIS SPM KERTAS 2
KP & KPB SAINS SPM KERTAS 2
KP & KPB SEJARAH SPM KERTAS 2
KP & KPB MATEMATIK SPM KERTAS 2
KP & KPB MATEMATIK TAMBAHAN SPM KERTAS 1
KP & KPB MATEMATIK TAMBAHAN SPM KERTAS 2
KP & KPB KIMIA SPM KERTAS 2

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1119/2 BAHASA INGGERIS KERTAS 2

1.0 ASSESSMENT INSTRUMENT

Subject Code : 1119/2

1.1 ASSESSMENT DESIGN

Paper 2 comprises 3 parts: Part 1, Part 2 and Part 3 (3 Questions).

Part 1 : Short Communicative Message [20 marks]

2.0 PERFORMANCE OF CANDIDATES

2.1.2 PERFORMANCE OF CANDIDATES ACCORDING TO THE GROUP

Bahasa Inggeris 1119/2 1 Kupasan Mutu Jawapan SPM 2022

Examples of answer by candidates with high achievement

Contents 1 and 2: Where to meet and what time works best

Bahasa Inggeris 1119/2 2 Kupasan Mutu Jawapan SPM 2022

Content 4: Should they bring anything?

ii. Communicative Achievement

Example 1: First of all, because, that

Bahasa Inggeris 1119/2 3 Kupasan Mutu Jawapan SPM 2022

Example 1: time, morning, things, house.

Candidate uses simple grammatical forms with a good degree of control.

Even though errors are noticeable, meaning can still be determined.

Bahasa Inggeris 1119/2 4 Kupasan Mutu Jawapan SPM 2022

Content 1: Where to meet

Content 2: What time works best

Content 3: How to help Julia

Content 4: Should they bring anything?

ii. Communicative Achievement

Bahasa Inggeris 1119/2 5 Kupasan Mutu Jawapan SPM 2022

Errors may impede meaning at times. Use of L1.

Bahasa Inggeris 1119/2 6 Kupasan Mutu Jawapan SPM 2022

2.3.1 Suggestion For Students

2.3.2 Suggestion For Teachers

Bahasa Inggeris 1119/2 7 Kupasan Mutu Jawapan SPM 2022

2.4.1 Overall Performance

2.4.2 PERFORMANCE OF CANDIDATES ACCORDING TO THE GROUP

Bahasa Inggeris 1119/2 8 Kupasan Mutu Jawapan SPM 2022

Examples of answer by candidates with high achievement

Bahasa Inggeris 1119/2 9 Kupasan Mutu Jawapan SPM 2022

ii. Communicative Achievement

Bahasa Inggeris 1119/2 10 Kupasan Mutu Jawapan SPM 2022

Example 1: Paragraphing and coherence

Example 2: ‘Undoubtedly’, ‘as well as’ and ‘But’.

Bahasa Inggeris 1119/2 11 Kupasan Mutu Jawapan SPM 2022

Bahasa Inggeris 1119/2 12 Kupasan Mutu Jawapan SPM 2022

Examples of answer by candidates with average achievement

Example 1: The candidate has addressed the first note.

Bahasa Inggeris 1119/2 13 Kupasan Mutu Jawapan SPM 2022

ii. Communicative Achievement

Bahasa Inggeris 1119/2 14 Kupasan Mutu Jawapan SPM 2022

Bahasa Inggeris 1119/2 15 Kupasan Mutu Jawapan SPM 2022

Bahasa Inggeris 1119/2 16 Kupasan Mutu Jawapan SPM 2022

2.6.1 Suggestion For Students

2.6.2 Suggestion For Teachers

Bahasa Inggeris 1119/2 17 Kupasan Mutu Jawapan SPM 2022

2.7.1 Overall Performance

2.7.2 PERFORMANCE OF CANDIDATES ACCORDING TO THE GROUP

Bahasa Inggeris 1119/2 18 Kupasan Mutu Jawapan SPM 2022

Examples of answer by candidates with high achievement

Example 2: Share with us why you like playing online games.

Bahasa Inggeris 1119/2 19 Kupasan Mutu Jawapan SPM 2022

ii. Communicative Achievement

Example 1: I am not a big gamer, however…

Bahasa Inggeris 1119/2 20 Kupasan Mutu Jawapan SPM 2022

Merits / Good phrases:

Example 2: …kill two birds with one stone