024-034 b.inggeris Sjk Upsr 2010

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024/034 BAHASA INGGERIS SJK Bahasa Inggeris SJK 1 Kupasan Mutu Jawapan UPSR 2010 FORMAT OF THE QUESTION PAPER The UPSR English paper consists of two papers; Paper 1 and Paper 2. PAPER 1 is an objective paper consisting of 40 multiple-choice questions. The time allocated for this paper is 50 minutes. This paper assesses various language skills: (Questions 1 – 10) : vocabulary at word, phrase and sentence level. (Questions 11 – 15): language functions. (Questions 16 – 25): grammar, spelling and punctuation. (Questions 26 – 30): grammar and vocabulary, and (Questions 31 – 40): reading and comprehension from two texts (linear and non-linear). PAPER 2 comprises three subjective questions in Section A, B and C to be answered within the stipulated time of 1 hour 15 minutes. The three sections measure candidates’ ability to construct simple and compound sentences. It also assesses candidates’ understanding of the English Language required at in Primary School level. SECTION A – Sentence Construction (Tasks 1 – 10) Candidates are given 10 pictures with two words for each picture. The words can be nouns, verbs, adjectives or adverbs. They are required to construct one sentence to describe the picture by using the words given. Candidates may change the order of the words but not the form of the words. The time suggested for this section is 15 minutes. SECTION B – Information Transfer (Tasks 11 – 15) This section requires candidates to transfer information from a non-linear text to complete a linear text. This section assesses the ability of candidates in selecting the correct information and transfers them appropriately into the five blanks to complete the linear text. Emphasis is given for correct transferred of content into relevant blanks. The total marks for this section is 15. The time suggested for this section is 25 minutes. SECTION C – Note Expansion For this question, a series of three pictures with notes are given. Candidates may use the notes to make sentences about the pictures. This section assesses writing skills. It assesses the candidates’ ability to produce a piece of continuous prose in accurate Standard English expressively and creatively by introducing new words in the form of adjectives, adverbs, idioms, similes and descriptive language. To gauge their proficiency in the language, candidates have to construct a variety of sentence structures both simple and compound. They must also be able to sequence the paragraph well using appropriate connectors.

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Transcript of 024-034 b.inggeris Sjk Upsr 2010

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024/034 BAHASA INGGERIS SJK

Bahasa Inggeris SJK 1 Kupasan Mutu Jawapan UPSR 2010

FORMAT OF THE QUESTION PAPER

The UPSR English paper consists of two papers; Paper 1 and Paper 2.

PAPER 1 is an objective paper consisting of 40 multiple-choice questions. Thetime allocated for this paper is 50 minutes. This paper assesses variouslanguage skills:(Questions 1 – 10) : vocabulary at word, phrase and sentence level.(Questions 11 – 15): language functions.(Questions 16 – 25): grammar, spelling and punctuation.(Questions 26 – 30): grammar and vocabulary, and(Questions 31 – 40): reading and comprehension from two texts (linear and

non-linear).

PAPER 2 comprises three subjective questions in Section A, B and C to beanswered within the stipulated time of 1 hour 15 minutes. The three sectionsmeasure candidates’ ability to construct simple and compound sentences. Italso assesses candidates’ understanding of the English Language required atin Primary School level.

SECTION A – Sentence Construction (Tasks 1 – 10)Candidates are given 10 pictures with two words for each picture. The wordscan be nouns, verbs, adjectives or adverbs. They are required to construct onesentence to describe the picture by using the words given. Candidates maychange the order of the words but not the form of the words. The timesuggested for this section is 15 minutes.

SECTION B – Information Transfer (Tasks 11 – 15)This section requires candidates to transfer information from a non-linear text tocomplete a linear text. This section assesses the ability of candidates inselecting the correct information and transfers them appropriately into the fiveblanks to complete the linear text. Emphasis is given for correct transferred ofcontent into relevant blanks. The total marks for this section is 15. The timesuggested for this section is 25 minutes.

SECTION C – Note ExpansionFor this question, a series of three pictures with notes are given. Candidatesmay use the notes to make sentences about the pictures. This sectionassesses writing skills. It assesses the candidates’ ability to produce a piece ofcontinuous prose in accurate Standard English expressively and creatively byintroducing new words in the form of adjectives, adverbs, idioms, similes anddescriptive language. To gauge their proficiency in the language, candidateshave to construct a variety of sentence structures both simple and compound.They must also be able to sequence the paragraph well using appropriateconnectors.

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GENERAL PERFORMANCE

On the whole, most candidates attempted all three (3) sections in Paper 2,however they did not perform well in all the sections. Most candidates were notable to develop ideas competently and provide relevant details stylistically tosupport their responses, most sentences lacked apt vocabulary, variety ofsentences and interesting expressions. Language errors and structuralincompetence were the main problem. The task performed by the lowachievers was confusing, distorted, messy and incoherent. Generally, theirresponses were disorganized and less developed with some errors anduncertain flow of language.

For Section A, some candidates were able to write a simple sentence.However, their responses were hindered by poor command of the EnglishLanguage especially in the grammar aspect.

For Section B, many candidates were able to identify, extract or lift theinformation correctly.

For Section C, many candidates were able to fulfill the task given withsome grammatical errors. However, some could not produce a good piece ofwork creatively. They were only able to string the notes into meaningful chunkswithout understanding the meaning of the words.

GENERAL PERFORMANCE OF CANDIDATES ACCORDING TO THEIRGROUPS

High Achievement Group

Candidates did well in all the three sections of this paper. The ideas andinformation given were relevant and developed. Mechanics of writing weremostly accurate. Language was competently used with some careless errors.Some creativity was present in their writing. Meaning was clear.

Some candidates could write a complete sentence with the notes given. In fact,they could produce a flawless compound sentence where the requirement wasonly a simple sentence.

The candidates were able to identify all the content points and transfer themintelligently and appropriately into the given framework.

Most of them were able to express themselves well in a variety of sentences.They were also able to insert new words and ideas appropriately and correctly.

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Average Achievement Group

Candidates generally used simple sentences and phrase level constructions.Mechanics of writing were sufficiently accurate. However, language errors inspelling, tenses and sentence structures jeopardized the flow of ideas.Candidates demonstrated simplistic down-to earth thinking. Meaning wasclear. Attempt to use new words was made but some confusion shown. Somecandidates were able to construct a few grammatically correct sentences inSection A.

They were able to transfer information correctly with some grammatical,spelling and punctuation errors. Development of ideas was insufficient.Sentence structures were bogged down by multiple word errors and wererather monotonous. Majority of the candidates are in this group but they wereable to transfer all the given information correctly with some grammatical errors.

Most candidates used simple sentence and phrase level construction in SectionC. They attempted to use new words and phrases with little confusion. Fewerrors occur but proficiency was detected.

Low Achievement Group

Candidates were not able to perform most of the task. Most were able to giveresponses at word or phrase level extracted from given notes and placescorrectly in the given blanks. Their response indicated minimal understandingof the requirements of the task. Ideas were barely developed with stringing ofwords was a common feature. Choice of words and sentence structuresreflected mother tongue’s interference. Some merely lifted direct from thegiven words or made minor inclusion of owns words resulting in meaninglesssentences for section A and Section C.

DETAILED PERFORMANCE

SECTION A

Question 1

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The high achievers were able to describe the subject in the picture andconstruct a sentence either in the present, past or continuous tense correctly.They were able to use the correct verbs – wears, wore and is wearing, andused adverbs to elaborate the sentence.

Candidates in the average group were able to write a simple sentencecorrectly.There are some sentences which are grammatically correct but no mark isawarded as they did not comply with the given picture.

The majority of low achievers simply inserted some common sight words inbetween the given words to complete their task often resulting in incorrectsentences formed. Omission and wrong use of articles occurred.

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Question 2

Candidates were able to describe the subject in the picture and construct asentence either in the present or past continuous tense correctly. They wereable to identify the action and the game – playing hockey. They were also ableto use the correct preposition - at the field, on the field, in the field.

Candidates in average group were able to write a simple sentence correctly butthere were some errors in subject-verb agreement and spelling.

Most of the low achievers omitted the article – the. Direct translation andinfluenced by Bahasa Malaysia spelling were also encountered.

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Question 3

The high achievers were able to describe the picture with a complex sentence.

The average achievers managed to write sentences using the given words butdo not describe the picture. Candidates used the wrong pronouns.

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The low achievers were unable to write using correct preposition. There werealso sentences with omission of article. They were unable to construct goodsentences mainly because they do not know the meaning of the words givendue to limited command of vocabulary.

Question 4

The high achievers were able to use continuous tense correctly. They werealso able to use the correct articles a or the. Candidates were also able todescribe the picture appropriately by using the adjective blind or old for theman. Quite a number of them used adjective busy to describe the road.

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The average achievers were able to write but used the wrong pronoun – boys

The low achievers failed to construct good sentences because they did notunderstand the meaning of the words given.

Question 5

The high achievers were able to construct simple sentences to describe thepicture. They were also able to use the phrase ‘into the washing machine’.

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The average achievers were unable to use the words given to describe thepicture. Some of them changed the form of the given words. They also usedincorrect preposition and there were also errors in subject-verb-agreement.

The low achievers were confused with the meaning of the word ‘holds’.

Question 6

The high achievers were able to construct good sentences and describe thepicture using correct phrasal verb – ‘plucked coconut’. They were also able toidentify ‘pole’.

A majority of the candidates failed to use the correct phrasal verb.Most candidates merely insert words at random because their vocabulary wasvery limited and they have not mastered basic grammar items.

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Question 7

The high achievers were able to use both words intelligently.They havemastered the meanings of the nouns given.

The average group did not understand the picture well.

The low achievers merely stringed the given notes with no understanding.

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Question 8

The high achievers could write compound sentences with correct punctuation.They understood the given words well.

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The average group candidates were confused with the function of the articles‘a’ and ‘the’ which convey different meanings, while others merely omitted themin their sentences.

The low achievers have limited knowledge of the use of preposition. They wereunable to make a simple correct sentence.

Question 9

The high achievers were able to describe the pictures using the correctadjective.

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Some candidates could not use the correct article to describe the picture.Most of the candidates did not understand the meaning of ‘ delicious’.

Question 10

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The high achievers were able to identify the activity in the picture to construct agrammatically correct sentence.

The average achievers were confused in the use of adverb ‘slowly’ in theirsentences. There was also some confusion in their tenses.

Most of the low achievers were not able to understand the word ‘injured’ sothey were unable to construct a simple sentence.

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SECTION B

This question requires the candidates to understand the content of theadvertisement in order to correctly transfer the relevant information to adialogue.

The high achievers were able to transfer the information correctly andappropriately. They used correct punctuation and were able to add suitablewords, interesting phrases and expressions to form correct sentence structuresbecause they have mastered their grammar as well as their vocabulary verywell.

Many candidates in the average group and most low achievers manage totransfer the correct information with some grammatical, spelling andpunctuation errors. Most low achievers were unable to place the correctinformation in the respective blanks. This happened due to not mastering thegrammar items and lack of vocabulary. Some of the average achievers andmajority of the low achievers did not fully understand the text the text and thetask required of them.Here are some common errors committed by the candidates:

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DETAILED PERFORMANCE – SECTION B

QUESTION CANDIDATES’STRENGTHS

CANDIDATES’WEAKNESSES

COMMON ERRORSDETECTED

No. 11 Able to analyse thequestion rationally andanswer with correctarticle.Use correct punctuationand spelling.

Wrong spelling.Punctuated wrongly,either caption or lowercase.Absence of article.

A weeding dinnerA wedding dinerWEDDING DINNERWedding dinnerWedding diner

No. 12 Transferred intelligentlywith the correct usage ofgrammar.Use of caption correctly.

Unable to use correctgrammar.Ommission ofpreposition.Transferred directly.Spelling errors

Paradise LagoonHotel, Kuala LumpurParadiesLagonHotelAt Paradise lagoonHotel

No. 13 Transferred intelligentlywith correct time frame.Able to use appropriatetime indicators.

Omission of time frame. 7.00 to 10.007.00 in the eveninguntil10.00 p.m. atnight

No. 14 Able to transfer theinformation correctly andintelligently.

Redundancy.Inappropriate use ofquantifiers.Did not use theconnector ( and )correctly.Confusion in wordorder.Direct lifting from thetext.Spelling errors.

Sweet sour prawns,crab sambal andmixed vegetablesA sweet sourprawnsSambal crab

No. 15 Able to transfer correctly.Answered in a full phrase( 300 number of guests ).

Spelling errorsWrong usage of nouns.

Three hundredsTree hundredThree hundredpupils

Please refer to the sample scripts below.

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High Achievers

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Average Achievers

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Low Achievers

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SECTION C

Candidates from the high achievers group were able to write simple andcompound sentences. Some of them even wrote complex sentences usingappropriate and interesting expressions by utilizing the stimuli to express theirideas, hence fulfilling their task well. Their responses reflected clearunderstanding of it and they were able to provide informative details. Theyshowed confidence and possession of good command of the language to writetheir story creatively. Their sentence structures were varied with hardly anyerrors. They also used suitable and appropriate connectors to sequence thestory line to sustain the interest of the readers. These proved that they had awide range of vocabulary and had mastered the grammar rules very well,showing flair of the language and full understanding for the requirements of thequestion.

Candidates in this average category showed basic understanding of thelanguage to fulfill the task required from them. The development of ideas weresufficient but with multiple words errors. Some of them were able to fulfill thetask partially by using simple and compound sentences with some grammaticalerrors. They also committed errors in spelling, punctuation and usedinappropriate words to fulfill the task. Most of the candidates in this group didnot understand some of the given words to construct sentences. For example,the words ‘late, the words ‘shouted, and ‘owner’. Some candidates used theexpressions inappropriately. Although some interest was aroused, the storywas not sustained.

Candidates in the low achievers group showed minimum understanding of therequirements of the task. The ideas were barely developed. They madeserious errors in grammar and sentence structure. There was some stringingof words in their sentences. The responses were mostly disorganized andalmost incomprehensible due to poor command of the language, limitedvocabulary, and poor grasp of the language. They were also confused with themeanings of a phrases and words in context. The choice of words andsentence structures reflected mother tongue interference. They were unableto guess the meanings in context although stimuli were given; hence they gavewholesome direct lifting of the given words. The language used was uncertainand inaccurate.

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QUESTIONS CANDIDATES’STRENGTH

CANDIDATES’WEAKNESSES

COMMON ERRORSDETECTED

Section C Able to writesimple andcompoundsentencesusingappropriateand interestingexpressions tofulfill their taskwell.

Showed goodunderstandingand commandof thelanguage

Used thegiven wordsappropriatelyandintelligently

Able to useappropriatetimeindicationsandconnectors tosequence thestory.

Goodintroductionand ended thestory well.

- Unable to identifythe main subjectof the story

- Confusion withthe words‘studying’, ‘safe’and ‘late’

- Unable to usecorrect grammar

- Not inchronologicalorder

- Wrong use ofquantifiers/preposition

- Redundancy- Memorizing of a

few expressionsdetected andsome candidatesuse theexpressionsinappropriately

- Wholesome directlifting of givenwords or merelyinserting words atrandom whichconveys nomeaning

- Influence ofmother tongue

- Story written toolong thus leadingto confusion

- Wrong word order

- Studying the books.- Looked out on the

window.- Shocked with black

smoke.- The firemen λ safe the

owner of the house.- He shouted and call

with the parents- He saw a black smoke- He was studying the

books at late.- Shouted at his parents

- The firemen arrivedfaster put out water. Theowner is safe. Hethanked. He is helpfulboy

- Call the parents to wakeup

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SECTION C

Sample Scripts of High AchieversSample 1

Sample 2

Sample Scripts of Average Achievers

Sample 1

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Sample Scripts of Average AchieversSample 1

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Sample 2

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Sample Scripts of Low AchieversSample 1

Sample 2

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SUGGESTIONS TO CANDIDATES

1. Learn to write neatly, clearly and legibly.2. Do lots of exercises on the different aspects of grammar in order to have

a better understanding of the different functions of the grammar rules.3. Use more English in everyday activities both in written and spoken form

to improve language proficiency and confidence.4. Read materials in English intensively and extensively in order to have

more exposures in a variety of English forms and structures.5. Always make a practice to ask when in doubt and use the dictionary to

widen your vocabulary.6. Study and understand the words given before you construct simple and

compound sentences.7. Study all the information and details given in the text carefully

transferring them. Practice as many exercises as possible to make youfamiliar with the task.

8. Mind map or brain storm before answering Section C. Use WH-questions to help you elaborate your ideas. Add in as many new wordsaccording to the picture and notes given.

9. Pay attention in class.10. Revise your lessons regularly and complete the homework given by the

teacher.11. Watch English programmes on television, example documentaries, news

and children’s educational series.12. Always jot down the new words that you come across when you are

reading or when you hear people talking.

SUGGESTIONS TO TEACHERS

1. Teach all the skills listed in the syllabus.2. List all the grammatical items that should be taught and make sure

students master them.3. Motivate students to use the language in their everyday activities.4. Teach simple sentences and ensure they master them before

proceeding to compound.5. Equip students with suggested vocabulary listed in the syllabus.6. Create meaningful English environment inside and outside the

classroom.7. Make English lessons fun and interesting.8. Give the students more practices in spelling and dictation.9. Bear in mind that creative and critical thinking skills are to be

emphasized in exercises and practices given to students.10. Be a good role model and have a close rapport with your students.

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11. Cultivate a love for the language by adopting and adapting a variety ofteaching methods and strategies. This will avoid students from thenotion that English is a boring and difficult subject.

12. Teach English as a language and not as a tool to answer examquestions.

13. Avoid drilling stereotyped sentence patterns. Students should not bemade to memories words, phrases and sentences. Let them flourish inthe language by themselves even by using simple English.

14. Upgrade own proficiency by using the language yourself.15. Have models writing for the average and slow learners a guide void

drilling stereotyped sentence patterns. Students should not be made tomemories words, phrases and sentences. Let them flourish in thelanguage by themselves even by using simple English.

16. Upgrade own proficiency by using the language yourself.17. Have models writing for the average and slow learners a guide for them

to write.18. Provide more samples of UPSR format questions and drill the students.19. Teachers need to stress ad train students to read and follow rubrics and

instructions carefully.20. Teach or encourage highfliers to use adjectives, adverbs, idiomatic

expressions, proverbs and similies in a variety of sentence structures.21. Help pupils gain confidence in the learning of English by hacing games,

spelling competitions, role-play, songs, chants and etc. Make learningEnglish joyful.