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

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 konstuk 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 kemahiran yang berkaita 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 : SK SUNGAI SIPUT

ALAMAT : KLANG,

: SELANGOR

TARIKH PELAPORAN : 2/10/2017

Sila tentukan peringkat pentaksiran
MATA PELAJARAN NAMA GURU MATA PELAJARAN: PN. SUZILA MOHAMED Pentaksiran Pertengahan Tahun
BAHASA INGGERIS KELAS: TINGKATAN 1 Pentaksiran Akhir tahun

NO. MY KID / TAHAP PENGUASAAN BAGI SETIAP BIDANG TAHAP

BIL. NAMA MURID NO. KAD JANTINA PENGUASAAN
PENGENALAN MENDENGAR BERTUTUR MEMBACA MENULIS KESELURUHAN
(LISTENING) (SPEAKING) (READING) (WRITING)
1 AHMAD BIN SULAIMAN 123356-78-9413 L 1 2 1 2 1
2 SITI ROKIAH BINTI ALI 133456-78-9412 P 2 2 2 2 2
3 MOHD RAMLI BIN SHUKRI 120001-78-9413 L 3 4 4 3 3
4 NORAINI BINTI KASIM 123876-78-9416 P 5 4 4 4 4
5 ALIAS BIN OMAR 126100-08-9417 L 4 4 5 5 5
6 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9413 L 1 1 1 1 6
7 ABDUL HAKIM BIN KAMARUZAMAN 149990-00-9414 P 1 2 3 4 4
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
 NO. MY KID / TAHAP
BIL. NAMA MURID NO. KAD JANTINA PENGUASAAN
PENGENALAN MENDENGAR BERTUTUR MEMBACA MENULIS KESELURUHAN
(LISTENING) (SPEAKING) (READING) (WRITING)
49
50
51
52
53
54

…………………………………………………
EN. TAN KAR HOCK
GURU BESAR
SK SUNGAI SIPUT
 SK SUNGAI SIPUT
KLANG, LOGO
SELANGOR SEKOLAH
2 October, 2017 NOTA : JANGAN PADAM

BAHASA INGGERIS ###

###
Nama Murid AHMAD BIN SULAIMAN ###
No. MY KID 123356-78-9413 ###
Jantina L ###
Kelas TINGKATAN 1 ###
Nama Guru PN. SUZILA MOHAMED ###
Tarikh Pelaporan 2 October, 2017 ###
###

###
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
###

• Hardly understands the main ideas and specific details in a text.

MENDENGAR
1 • Hardly shows any understanding of classroom instructions, complex questions and the meaning of unfamiliar
(LISTENING)
words even with a lot of support.
###

• Displays limited ability to find out about and communicate information clearly.
BERTUTUR
2 • Shows limited response in managing interaction by communicating a point of view appropriately.
(SPEAKING)
• Provides limited response in narrating short stories and events to an audience.
###
• 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
MEMBACA (READING) 1 even with a lot of guidance.
• Hardly shows any ability to read and understand a variety of fiction or non-fiction texts.
###

• Displays limited ability to express ideas, opinions and organise information coherently.
MENULIS (WRITING) 2 • Shows limited ability to punctuate appropriately and spell accurately.
• Shows limited ability to plan, draft and edit written work.
###
###
###

ULASAN TAMBAHAN ###

(Jika ada) :
###
###
###
###
###
###
###
………………………………………………………………………… ………………………………………………………………………… ###
PN. SUZILA MOHAMED EN. TAN KAR HOCK ###
GURU MATA PELAJARAN GURU BESAR ###
SK SUNGAI SIPUT SK SUNGAI SIPUT ###
###
DATA PERNYATAAN STANDARD PRESTASI

TAHAP
MENDENGAR (LISTENING)
PENGUASAAN
• Hardly understands the main ideas and specific details in a text.
1 • Hardly shows any understanding of classroom instructions, complex questions and the meaning of unfamiliar
words even with a lot of support.

• Acquires limited understanding of the listening skills in identifying the main ideas and specific details in a text with a
2 lot of support.
• Shows limited understanding of classroom instructions, complex questions and the meaning of unfamiliar words.

• Acquires adequate understanding of the listening skills in identifying the main ideas and specific details in a text
3 • Shows satisfactory understanding of classroom instructions, complex questions and the meaning of unfamiliar
words.

• Acquires good understanding of the listening skills in identifying the main ideas and specific details in a text.
4
• Shows good understanding of classroom instructions, complex questions and the meaning of unfamiliar words.

• Acquires very good understanding of the listening skills in identifying the main ideas and specific details in a text.
5 • Shows very good understanding of classroom instructions, complex questions and the meaning of unfamiliar
words.

• 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
6
meaning of unfamiliar words.
• Displays exemplary model of language use to others.

TAHAP
BERTUTUR (SPEAKING)
PENGUASAAN
• Hardly finds out about and communicates information clearly.
1 • 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.
• Displays limited ability to find out about and communicate information clearly.
2 • 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.
• Displays adequate ability to find out about and communicate information clearly.
3 • 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.
• Displays good response in finding out about and communicating information clearly.
• Shows good response in managing interaction by communicating a point of view appropriately.
4
• Provides good response in narrating short stories and events to an audience.

• 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.
5
• Provides very good response in narrating short stories and events to an audience.

• Displays excellent response in finding out about and communicating information clearly.
• Shows excellent response in managing interaction by communicating a point of view appropriately.
6
• Provides excellent response in communicating opinions about a story and events to an audience.
• Displays exemplary model of language use to others.

TAHAP
MEMBACA (READING)
PENGUASAAN
• 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
1
even with a lot of guidance.
• Hardly shows any ability to read and understand a variety of fiction or non-fiction texts.
 • Displays limited understanding in identifying the main ideas and specific details in a text even with a lot of
guidance.
2 • 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.

• 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.
3
• Displays satisfactory ability to read and understand a variety of fiction or non-fiction texts.

• 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
4 correctly.
• Shows interest to read and understand clearly a variety of fiction or non-fiction texts.

• 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.
5

• 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.
6
• Reads and gives opinion on a variety of fiction or non-fiction texts independently.
• Displays exemplary model of language use to others.

TAHAP
MENULIS (WRITING)
PENGUASAAN
• Hardly shows any ability to express ideas, opinions and organise information coherently.
1 • 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.
• Displays limited ability to express ideas, opinions and organise information coherently.
2 • Shows limited ability to punctuate appropriately and spell accurately.
• Shows limited ability to plan, draft and edit written work.
• Displays adequate ability to express ideas, opinions and organise information coherently.
3 • Shows adequate ability to punctuate appropriately and spell accurately.
• Shows the ability to plan, draft and edit written work in response to feedback adequately.
• Displays a commendable level to express ideas, opinions and organise information coherently.
4 • 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
• Displays a high level of ability to express ideas, opinions and organise information coherently.
5 • 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.
• Expresses ideas, opinions, common feelings and organises information independently.
• Shows excellent ability to punctuate appropriately and spell accurately.
6
• Shows the ability to plan, draft and edit written work 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 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: SK SUNGAI SIPUT Guru Mata Pelajaran: PN. SUZILA MOHAMED
Kelas TINGKATAN 1

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 3 1 1 1 1 0 BIL. MURID 1 3 0 3 0 0

5 5

3 3 3

1 1 1 1 1

0 0
1 2 3 4 5 6
0 1 2 0
3 4 0
5 06

JUMLAH 7 MURID JUMLAH 7 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 2 1 1 2 1 0 BIL. MURID 1 2 1 2 1 0

5 4

2 2
2
2 2
1 1 1
1 1 1

0 0
1 2 3 4 5 6
0 1 2 3 4 5 06

JUMLAH 7 MURID JUMLAH 7 MURID

TAHAP PENGUASAAN KESELURUHAN

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

BIL. MURID
4

2
2

1 1 1 1 1

0
1 2 3 4 5 6

JUMLAH 7 MURID