PANDUAN PENGGUNAAN TEMPLAT

PENTAKSIRAN BILIK DARJAH (PBD) BAHASA INGGERIS

PENGENALAN
Pentaksiran Bilik Darjah (PBD) adalah sebahagian daripada komponen dalam Pentaksiran Berasaskan Sekolah (PBS).
Pelaksanaannya telah bermula sejak tahun 2011 berdasarkan Surat Siaran Lembaga Peperiksaan Bil. 3 Tahun 2011.
PBD sebelum ini dikenali sebagai Pentaksiran Sekolah (PS) di mana ia dilaksanaan secara formatif dan sumatif dengan
pelbagai pendekatan serta kaedah bagi mengenal pasti perkembangan pembelajaran murid secara keseluruhan.

A MAKLUMAT AM
Templat Pelaporan PBD ini mengandungi 5 halaman (sheet) :
1. PANDUAN
2. REKOD PRESTASI MURID
3. LAPORAN MURID (INDIVIDU)
4. DATA PERNYATAAN TAHAP PENGUASAAN
5. GRAF PELAPORAN

B PENGGUNAAN TEMPLAT
Guru hendaklah melengkapkan maklumat asas pada templat ini di halaman REKOD PRESTASI MURID.
Maklumat yang perlu dilengkapkan adalah:
1. Nama dan Alamat Sekolah
2. Nama Guru dan Nama Kelas
3. Senarai Nama Murid, Nombor Kad Pengenalan dan Jantina
4. Nama Pentadbir
5. Jawatan Pentadbir (Guru Besar/ Pengetua)

C TAHAP PENGUASAAN
Tahap Penguasaan murid bagi setiap komponen dalam templat ini direkodkan untuk tujuan pelaporan
perkembangan pembelajaran murid bagi sesuatu tempoh tertentu (Pertengahan / Akhir Tahun). Guru hanya
perlu merekodkan Tahap Penguasaan ini di halaman REKOD PRESTASI MURID sahaja dan seterusnya pelaporan
individu murid akan dijana secara automatik di halaman LAPORAN MURID (INDIVIDU) untuk cetakan. Tahap
Penguasaan (TP) bagi tujuan analisis kelas dijana secara automatik di halaman GRAF PELAPORAN.

D PENENTUAN TAHAP PENGUASAAN

1 Pentaksiran perlu dilakukan sepanjang masa dan tahap penguasaan murid dipantau secara berterusan. Tahap
penguasaan ini boleh dicatat dalam buku rekod, atau lain-lain tempat catatan; tetapi untuk tujuan pelaporan
kepada ibu bapa, ia boleh direkod pada templat yang dibekalkan ini dan dilaporkan dua kali setahun iaitu pada
pertengahan tahun dan akhir tahun.
2 Templat pelaporan ini terdiri daripada 4 lajur yang dibina berdasarkan konstruk kemahiran.
3 Guru hendaklah memilih opsyen di sebelah kanan bahagian atas halaman Rekod Prestasi Murid untuk
membuat pelaporan di dalam templat ini.
4 Pelaporan bagi kemahiran yang berkaitan akan dilakukan pada pertengahan tahun dan akhir tahun.
5 Tahap Penguasaan diberikan berdasarkan setiap rubrik mengikut konstruk kemahiran tersebut seperti di
halaman Data Peryataan Tahap Penguasaan.
 SEKOLAH : S.K.DATO' MAHARAJA LELA

ALAMAT : JERAM

: SELANGOR DARUL EHSAN

TARIKH PELAPORAN : 29.3.2018

Sila tentukan peringkat pentaksiran
MATA PELAJARAN NAMA GURU MATA PELAJARAN: PUAN NORZILA BINTI MONGED Pentaksiran Pertengahan Tahun
BAHASA INGGERIS KELAS: TAHUN 2 SALAM Pentaksiran Akhir tahun

TAHAP PENGUASAAN BAGI SETIAP BIDANG

NO. MY KID / NO. TAHAP PENGUASAAN
BIL. NAMA MURID JANTINA
KAD PENGENALAN MENDENGAR BERTUTUR MEMBACA MENULIS KESELURUHAN
(LISTENING) (SPEAKING) (READING) (WRITING)
1 AARON NAZREN BIN SAM SAZRIN 101018101719 L
2 ADAM MUHAMMAD BIN ASMAWI 100611102531 L
3 AHMAD AFIF BIN ASYRAFI 101014100823 L
4 ALLISHA SYAZWANI BINTI KAMARUDDIN 100130101466 P
5 ASMA NUR HUSNA BINTI ABDULLAH 101105101370 P
6 HABRIYAHTUL RASANAH BINTI HARIZAL 100602102126 P
7 LUTFIAH UMAIRAH BINTI MOHD REDZUAN 100925101574 P
8 MOHAMAD AIDIL IZWAN BIN MOHAMAD HAIRUDDI101005102667 L
9 MOHAMAD ALIFF BIN ROSLAN 100413102071 L
10 MOHAMAD AMIRUL IMAN BIN RAMLI 101021101111 L
11 MOHAMAD DEANIL RIFQI BIN SUNARTO 100905101833 L
12 MOHAMAD IRWANSHAH BIN NORDIN 100102101805 L
13 MUHAMAD SHAHRUL RAFIZAL BIN MOHD SUPARDI 100201100955 L
14 MUHAMMAD DANIEL YATIMI BIN HAMIDI 101210101313 L
15 MUHAMMAD FIRDAUS BIN SYUKRIDOSI 100129102381 L
16 MUHAMMAD HADIF IRFAN BIN KAMARULHAIZAD 101202100943 L
17 MUHAMMAD HAZIQEMEIL BIN AHMAD RUKAMBUL100624101511 L
18 MUHAMMAD IMAN ALIFF BIN MUHD TAMIZI 100613100863 L
19 MUHAMMAD KHAIR THAQIF BIN MAZLE 100327102059 L
20 MUHAMMAD ZAQUAN BIN MAHTHIR 100801100377 L
21 NOR SYAWAL HIDA BINTI ALIAS 100911100802 P
22 NUR AFIFAH AMANI BINTI MOHD ZAINI 101113100212 P
23 NUR AFRIENA AMANDA BINTI AZMAN 101108101886 P
24 NUR ALIYA SHAMIRA BINTI ABDULLAH 100122102434 P
25 NUR ERNI AYUNI BINTI NORAZLI 100522101182 P
26 NUR FARAH ARINA BINTI MOHD SAIFUL 100726102064 P
27 NUR FAZIRA DAMIA BINTI FAZRI 100818100082 P
28 NUR IRDINA BALQIS BINTI MUHAMMAD NORDIN 100901102724 P
29 NUR QISTINA BINTI ZULAZHAR 100929101846 P
30 NURZAWANAH BINTI MUHAMAD AZMI 101012100854 P
31 SITI AISYAH BINTI OTHMAN 100211100422 P
32 TAJUL IRFAN BIN NAZIRDIN 101217060593 L
33 WAN MUHAMMAD IMRAN BIN WAN HAIRULNIZAM 101007100649 L
34
35
36
37
38
39
40
41
42
43
44

…………………………………………………
EN MOHD ROZALI BIN AWANG SOH
GURU BESAR
S.K.DATO' MAHARAJA LELA
 NO. MY KID / NO. TAHAP PENGUASAAN
BIL. NAMA MURID JANTINA
KAD PENGENALAN MENDENGAR BERTUTUR MEMBACA MENULIS KESELURUHAN
(LISTENING) (SPEAKING) (READING) (WRITING)
 S.K.DATO' MAHARAJA LELA
JERAM LOGO
SELANGOR DARUL EHSAN SEKOLAH
29.3.2018 NOTA : JANGAN PADAM

BAHASA INGGERIS ###

###
Nama Murid AARON NAZREN BIN SAM SAZRIN ###
No. MY KID 101018101719 ###
Jantina L ###
Kelas TAHUN 2 SALAM ###
Nama Guru PUAN NORZILA BINTI MONGED ###
Tarikh Pelaporan 29.3.2018 ###
###

Tahap Penguasaan Keseluruhan ###

PENTAKSIRAN PERTENGAHAN TAHUN
BAHASA INGGERIS
###

Berikut adalah pernyataan bagi

Tahap Penguasaan Keseluruhan hanya dilaporkan pada pentaksiran akhir tahun sahaja
Tahap Penguasaan keseluruhan
###
###

TAHAP
MATA PELAJARAN KEMAHIRAN TAFSIRAN
PENGUASAAN

###

BAHASA
MENDENGAR
INGGER 0 #N/A
(LISTENING)
IS

###

BERTUTUR
0 #N/A
(SPEAKING)

###

MEMBACA (READING) 0 #N/A

###

MENULIS (WRITING) 0 #N/A

###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
0 0 #N/A ###
 0 0 #N/A ###
###
###

ULASAN TAMBAHAN ###

(Jika ada) :
###
###
###
###
###
###
###
………………………………………………………………………… ………………………………………………………………………… ###
PUAN NORZILA BINTI MONGED EN MOHD ROZALI BIN AWANG SOH ###
GURU MATA PELAJARAN GURU BESAR ###
S.K.DATO' MAHARAJA LELA S.K.DATO' MAHARAJA LELA ###
###
DATA PERNYATAAN STANDARD PRESTASI

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

• Recognises and reproduces some target language phonemes with a lot of support from the teacher.
2 • Understands a few simple questions, instructions and main ideas of the texts with a lot of support from the
teacher.

• Recognises and reproduces target language phonemes with support from the teacher.
• Understands simple questions, instructions, main ideas and supporting details of the texts with support from the
3 teacher.
• Understands messages using visual clues with support from the teacher.

• Recognises and reproduces target language phonemes with minimal support from the teacher.
• Understands simple questions, instructions, main ideas and supporting details of the texts with minimal support
4 from the teacher.
• Understands messages using visual clues with minimal support from the teacher.

• Recognises and reproduces target language phonemes appropriately.

• Understands simple questions, instructions, main ideas and supporting details of the texts without hesitation.
5
• Understands messages using visual clues promptly.

• Recognises and reproduces target language phonemes appropriately and independently.

• Understands simple questions, instructions, main ideas and supporting details of the texts independently.
6 • Understands messages using visual clues independently.

TAHAP
BERTUTUR (SPEAKING)
PENGUASAAN
• Hardly produces simple information even with a lot of support from the teacher.
• Hardly asks and answers straightforward questions using fixed phrases even with a lot of support from the
1 teacher.

• Produces a few simple information with a lot of support from the teacher.
• Asks and answers a few straightforward questions using fixed phrases with a lot of support from the teacher.
2

• Produces and comprehends simple information on very familiar topics with support from the teacher.
• Asks and answers straightforward questions using fixed phrases with support from the teacher.
3 • Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses
with support from the teacher.

• Produces and comprehends simple information on very familiar topics with minimal support from the teacher.
• Asks and answers straightforward questions using fixed phrases with minimal support from the teacher.
• Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses
4 with minimal support from the teacher.
 • Produces and comprehends simple information on very familiar topics confidently.
• Asks and answers straightforward questions using fixed phrases with increasing confidence and self-reliance.
• Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses
5 confidently.

• Produces and comprehends simple information on very familiar topics confidently and independently.
• Asks and answers straightforward questions using fixed phrases with ease and great confidence.
• Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses
6 independently.
• Displays exemplary model of language use to others.

TAHAP
MEMBACA (READING)
PENGUASAAN
• Hardly identifies, recognises and names the letters of the alphabet even with a lot of support from the teacher.
• Hardly blends and segments words (CVC, CCVC, CVCV, CCV) even with a lot of support from the teacher.
1

• Identifies, recognises and names the letters of the alphabet with a lot of support from the teacher.
• Blends and segments a few words (CVC, CCVC, CVCV, CCV) with a lot of support from the teacher.
2 • Hardly understands main ideas of simple sentences even after repeated readings.

• Identifies, recognises and names the letters of the alphabet with minimal support from the teacher.
• Blends and segments words (CVC, CCVC, CVCV, CCV) with support from the teacher.
• Understands main ideas, specific information and details of simple sentences.
3
• Uses picture dictionary and appropriate word attack skills to understand specific meaning with support from the
teacher.

• Blends and segments words (CVC, CCVC, CVCV, CCV) without hesitation.
• Understands main ideas, specific information and details of simple sentences appropriately.
4 • Uses picture dictionary and appropriate word attack skills to understand specific meaning with minimal support
from the teacher.

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

• Understands main ideas, specific information and details of simple sentences confidently.
5 • Uses picture dictionary and appropriate word attack skills to understand specific meaning confidently.

• Reads simple sentences independently.

• Understands main ideas, specific information and details of simple sentences independently.
6 • Uses appropriate word attack skills and monolingual dictionary to understand specific meaning independently.

TAHAP
MENULIS (WRITING)
PENGUASAAN
• Hardly writes simple sentences by using appropriate language form and style even with a lot of support from the
teacher.
1
• Hardly organises basic information even with a lot of support from the teacher.

• Writes simple sentences by using appropriate language form and style with a lot of support from the teacher.
2 • Organises basic information with a lot of support from the teacher.

• Writes simple sentences by using appropriate language form and style with support from the teacher.
3 • Organises basic information using correct punctuation and spelling with support from the teacher.

• Writes simple sentences by using appropriate language form and style with minimal support from the teacher.
4 • Organises basic information using correct punctuation and spelling with minimal support from the teacher.
 • Writes simple sentences by using appropriate language form and style confidently.
5 • Organises basic information using correct punctuation and spelling without hesitation.

• Writes simple sentences by using appropriate language form and style independently.
• Organises basic information using correct punctuation and spelling independently.
6
• Displays exemplary model of language use to others.

TAHAP
KESELURUHAN
PENGUASAAN
1 Pupil hardly achieves the curriculum target even with a lot of support.
2 Pupil is on track to achieve the curriculum target.
3 Pupil achieves expectations for the curriculum target.
4 Pupil works towards exceeding expectations for the curriculum target.
5 Pupil is on track to exceed expectations of the curriculum target.
6 Pupil exceeds expectations of the curriculum target.
 BAHASA INGGERIS
Sekolah: S.K.DATO' MAHARAJA LELA Guru Mata Pelajaran: PUAN NORZILA BINTI MONGED
Kelas TAHUN 2 SALAM

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
TP0 1 TP0 2 TP0 3 TP0 4 TP 0 5 TP0 6
TP0 1 TP0 2 TP0 3 TP0 4 TP 0 5 TP0 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 5

0 0
TP0 1 TP0 2 TP
0 3 TP0 4 TP 0 5 TP0 6 TP0 1 TP0 2 TP0 3 TP0 4 TP 0 5 TP0 6

JUMLAH 0 MURID JUMLAH 0 MURID