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7/27/2019 1774_Manual Pentadbiran Instrumen Membaca
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Manual Instrumen Membaca
Saringan 1, Tahun 1 (2013)Hak Cipta Kerajaan Malaysia 2013
KEMENTERIAN PELAJARAN MALAYSIA
NKRA PENDIDIKAN
LINUS 2.0 (LITERASI BAHASA INGGERIS)
MANUAL
PENTADBIRAN INSTRUMEN
LITERASI MEMBACA
TAHUN 1
2013
(SARINGAN 1 (BASELINE))
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KANDUNGAN
Kaedah Pentadbiran 3 6
Prosedur Pentadbiran Instrumen Penggunaan Manual Tatacara Pengisian Borang Pelaporan Penguasaan Individu (BPPI) Penetapan Murid ke Program LINUS atau Arus Perdana
Pentadbiran Instrumen 7 15
Konstruk Arahan Guru Tindakan Murid
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KAEDAH PENTADBIRAN INSTRUMEN LITERASI MEMBACA
PERKARA KAEDAH PENTADBIRAN
Pentadbiran Instrumen literasi membaca mengandungi 12 konstruk. Instrumen ini ditadbir secara lisan dan bertulis secara berterusan semasa waktu Bahasa
Inggeris.
Instrumen ini ditadbir secara individu atau kumpulan kecil tidak melebihi tiga orang muridserta mengikut kesediaan murid.
Instrumen ini ditadbir mengikut urutan konstruk. Setelah kesemua konstruk ditaksir, pentaksir boleh mengulang mana-mana konstruk yang
belum dikuasai oleh murid.
Murid boleh memberi respons secara mengeja, membaca atau menulis. Dicadangkan murid duduk bersebelahan pentaksir ketika pentaksiran dilaksanakan. Pentadbiran instrumen ini haruslah dilakukan secara telus dan jujur. Kesemua konstruk hendaklah ditaksir dalam tempoh yang ditetapkan. Setiap konstruk yang disaring hendaklah diisi dalam Borang Pelaporan Penguasaan Individu
(BPPI).
Penggunaan Manual Manual Literasi Membaca ini perlu dirujuk oleh pentaksir. Manual ini merupakan panduan mentaksir 12 konstruk Literasi Membaca dan skema
jawapan disertakan. Pentaksir hendaklah membaca manual ini dengan teliti dan memahaminya sebelum
mentadbir instrumen.
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Cara Mengisi Borang
Pelaporan
Penguasaan Individu
(BPPI)
Pentaksir perlu melengkapkan BPPI dengan nama murid, kelas dan tahun. Pentaksir perlu mencatat penguasaan murid bagi setiap konstruk pada ruang yang
disediakan.
Pada akhir tahun BPPI yang telah lengkap diisi hendaklah disimpan dalam fail peribadi muriduntuk tujuan rujukan.
BPPI hendaklah dibekalkan kepada murid yang berpindah. Tahap penguasaan minimum bagi Literasi Membaca dan Menulis adalah seperti berikut:Konstruk
Saringan 1 Penguasaan Saringan 1
Membaca KuasaiBelum
KuasaiMenulis Kuasai
Belum
KuasaiKuasai
Belum
Kuasai
13
4
3
4
23
4
3
4
32
3
2
3
42
3
2
3
52
3
2
3
62
3
2
3
73
4
3
4
82
3
2
3
9 2 3 2 3
103
4
3
4
112
3
2
3
122
3
2
3
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Penetapan Murid ke
Program LINUS atau
Arus Perdana
Penguasaan konstruk dalam kedua-dua literasi membaca dan menulis diambilkira bagimenentukan sama ada murid memasuki Program LINUS atau mengikuti Arus Perdana.
Murid yang memasuki Program LINUSo Tidak menguasai mana-mana konstruk 1 hingga konstruk 12.
Contoh:
Konstruk
Saringan 1 Penguasaan Saringan 1
Membaca KuasaiBelum
KuasaiMenulis Kuasai
Belum
KuasaiKuasai
Belum
Kuasai
13
4
3
4
23
4
3
4
33
3
2
3
41
3
2
3
52
3
1
3
62
3
2
3
73
4
3
4
82
3
2
3
92
3
2
3
101
4 3
4
112
3
1
3
121
3
1
3
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Murid yang memasuki Arus Perdanao Menguasai kesemua konstruk 1 hingga konstruk 12
Contoh:
Konstruk
Saringan 1 Penguasaan Saringan 1
Membaca KuasaiBelum
KuasaiMenulis Kuasai
Belum
KuasaiKuasai
Belum
Kuasai
13
4
3
4
24
4
3
4
33
3
3
3
43
3
3
3
52
3
3
3
63
3
2
3
74
4
4
4
83
3
3
3
93
3
2
3
103
4
3
4
112
3 3
3
122
3
3
3
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PENTADBIRAN INSTRUMEN
TUGASAN
(KONSTRUK)ARAHAN GURU TINDAKAN MURID
C1: Able to identify and
distinguish letters of
the alphabet
Explanation:
The ability to identify
and distinguish the
shapes of letters
Teacher guides the pupil by reading the
example given.
Example:
Pupil reads the given letters.
C2: Able to associate
sounds with the
letters of the
alphabet.
Explanation:
The ability to say aloudthe sounds of the
phonemes
Teacher points to the letter and prompts
the pupil to say the sounds of the
phonemes aloud, using the example
given.
Example:
Pupil says aloud the sounds of the
phonemes.
n
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C3: Able to blend
phonemes into
recognizable words.
Explanation:
The ability to blend
sounds of phonemesinto recognisable
words.
Teacher points to the alphabet and pupil
says the sounds of the phonemes aloud.
1.
2.
3.
Pupil blends the phonemes and says the
words aloud.
Pupil should be allowed to say the whole
word aloud without spelling it.
1.
2.
3.
p a n
m at
a nt
m at
a nt
p a n
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C4: Able to segment
words into phonemes.
Explanation:
The ability to segment
words into phonemes.
Teacher shows the pictures and the
words to the pupil.
1. t a p
2. s a d
3. t i n
Pupil says the words then sound the givenphonemes /t/ // /p/ , /s/ // /d/ , /t/ //
/n/.
1. t a p
2. s a d
3. t i n
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C5: Able to understand
and use the language
at word level.
Explanation:
The ability to
understand and use thelanguage at word level.
Teacher describes the picture given.
1.
2.
3.
Pupil listens to the teacher, circles the
correct words and says them aloud.
1.
2.
3.pin
tin
mat
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C6: Able to participate
in daily conversations
using appropriate
phrases.
Explanation:
Ability to participate indaily conversations
using appropriate
phrases.
Teacher asks pupil to read and tick the
correct responses.
Pupil reads and ticks the correct answers.
You are welcome.
I am sorry.
I am seven years old.
I can sing.
I am fine.
My name is Peter.
Thank you
How old are you?
What is your name?
You are welcome.
I am sorry.
I am seven years old.
I can sing.
I am fine.
My name is Peter.
Thank you
How old are you?
What is your name?
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C7: Able to understand
and use the language
at phrase level in linear
texts.
Explanation:
The ability tounderstand and use the
language at phrase
level in linear texts.
Teacher shows the pictures and phrases.
Teacher may describe the pictures
briefly.
1.
a toy car
2.
two big bags
3.
walk to school
4.
a cup of tea
Pupil reads and matches the pictures to
the correct phrases.
1. a toy car
2. two big bags
3. walk to school
4. a cup of tea
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C8: Able to understand
and use the language
at phrase level in non-
linear texts.
Explanation:
The ability tounderstand and use the
language at phrase
level in non-linear texts.
Teacher shows the picture to the pupil
and asks: What do you see in thispicture?
Pupil reads the phrases aloud and ticks
the correct answers.
1.
2.
3.
a dog a bird
a cat sleeps a boy stands
two kites
three flowers
C9: Able to read and
understand
sentences.
Explanation:
The ability to read
sentences with
guidance.
Teacher may guide the pupil to read the
entire paragraph aloud and prompt
when necessary.
*Not more than three mispronounced
words in the paragraph can be
accepted and full marks should be
awarded.
Pupil reads the sentences aloud.
Tina has a bag.
It is a big bag.
It is a big blue bag.
Tina has a bag.
It is a big bag.
It is a big blue bag.
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C10: Able to
understand and use the
language at sentence
level in non-linear texts.
Explanation:
The ability to readsentences and match
to pictures given.
Teacher points to the pictures and briefly
describes them.
1.
2.
3.
4.
Sara walks to school.
She eats breakfast.
Sara wakes up early.
She brushes her teeth.
The pupil listens, reads and matches the
pictures to the correct sentences.
1.
2.
3.
4.
Sara walks to school.
She eats breakfast.
Sara wakes up early.
She brushes her teeth.
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C11: Able to
understand and use the
language at paragraph
level in linear texts.
Explanation:
The ability to read andunderstand sentences
in a paragraph.
Teacher guides the pupil to read aloud
the paragraph aloud, prompting where
necessary.
This is a cat.It is a big cat.It likes milk.
Pupil reads the paragraph and answers
the questions by ticking Yes or No.
Yes No
Is this a dog?
Is it a big cat?
Does it like milk?
C12: Able to construct
sentences withguidance.
Explanation:
The ability to string
words given into
sentences and read
them aloud.
Teacher guides the pupil to form simplesentences using the substitution table.
This
is
a book.
She Mimi.
Today Monday.
Pupil constructs sentences from thesubstitution table and reads them aloud.
1. This is a book.2. She is Mimi.3. Today is Monday.
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