014 2 b.inggeris sk upsr 2010 edited

014/2 BAHASA INGGERIS SK

Bahasa Inggeris SK 1 Kupasan Mutu Jawapan UPSR 2010

Format of the Question Paper

UPSR English Paper 014/2, Year 2010 consists of three sections: Section A(Question 1), Section B (Question 2) and Section C (Question 3). Candidates arerequired to answer all the three questions in one hour and fifteen minutes.

Section A (Question 1)

Candidates are required to construct five sentences based on a given picture anda set of words to help them. Candidates may use the given words. The marksallocated for this section is 10. All answers are to be written in the spaceprovided. Candidates are advised to spend about fifteen minutes on thisquestion.

Section B (Question 2)

In question 2, there are two parts - 2a and 2b. Candidates need to transferinformation accurately and appropriately from a text into a given framework ortable. Marks allocated for this section is 10.

In 2b, candidates need to give reason(s) to support decision or choice made.The marks allocated for this section is 5. All answers are to be written in thespace provided. Candidates are advised to spend about twenty-five minutes forthis section.

Section C (Question 3)

Candidates are required to write a story based on the given pictures. They mayuse the given words to help them in the description. They are encouraged toexpress ideas creatively, add their own words or phrases correctly andappropriately. The story should be written in paragraph(s). Marks allocated forthis section is 15. Candidates are advised to spend about thirty-five minutes forthis section. All answers are to be written in the space provided.


General Performance

Many candidates show a good performance. They showed an encouragingunderstanding of all the three questions. Some candidates were able to expressideas confidently, justify their reasons and construct creative and interestingsentences. Most of the candidates were able to fulfil the tasks in the questionssatisfactorily. However, quite a number of them failed to answer correctly due topoor command of the language.

GENERAL PERFORMANCE OF CANDIDATES ACCORDING TO THEIRGROUPS.

High Achievement

Candidates in this group were able to do well in all the three sections of thepaper. They were able to write grammatically correct sentences. They wereable to express ideas creatively using simple compound and complex sentences.They wrote confidently, reflecting their command of the language. Candidates inthis group were able to use similes, proverbs and idioms relevantly. Theiranswers were able to sustain the interest of the reader.

Middle Achievement

Candidates from this group were able to construct simple and compoundsentences with occasional errors. Ideas were simple with not many adjectives,adverbs and good action verbs to support meaning. Errors made were due towrong vocabulary and grammar.Some candidates failed to understand the information and clues given whichcaused them to make careless mistakes and wrong interpretation of the graphic.

Low Achievement

Many candidates in this group had difficulties in answering all the questions.They were unable to perform the task required. This is probably due to the lackof vocabulary and inability to construct simple sentences to express their ideas.The errors made were related to vocabulary, spelling, punctuation and grammar.The ideas presented were either disorganised or confused. A few candidatesresorted to writing the answers in their mother tongue.


DETAILED PERFORMANCE

Candidate’s Performance

Question 1

Candidates in the excellent group can write simple, compound and complexsentences with elaboration of creative ideas.

Most candidates were able to construct satisfactory simple and compoundsentences without much elaboration. They fulfilled the required task and wereable to describe what they could see in the picture. Some grammatical andstructural errors occurred due to the poor command of the language.


Low achievers were unable to construct meaningful sentences. Structural andgrammatical errors occur due to the poor command of the language. Attemptsmade to construct sentences often resulted in disorganised or distorted sentencestructures.

\



Question 2(a)

The overall performance of the candidates was excellent. However carelessnessin spelling and transferring information into the wrong column occasionally occuras shown.




Question 2(b)

The task of this question requires candidates to make a choice and give relevantreason(s) to support it.Candidates could make their choice and gave relevant reason(s) through avariety of sentence structure.

Excellent candidates were able to fulfil the task for this question by making theirchoice. They could give interesting reasons with good justification of own ideasand expressions.


Candidates from the average group were able to make a choice but their reasonsgiven were directly lifted from the information given. The information lifted wasnot elaborated to support the reason for the choice made.

Some candidates were unable to fulfil the task given due to their limitation invocabulary and grammar. Candidates in this group could not write their reasonsfor choice made. They lifted information directly to support their choice.



Question 3

The task of this question requires candidates to write a story based on thepictures given with the help of the given words.

Candidates in the high achievement group were able to describe the pictures wellby using a variety of sentence structures, interesting expressions and appropriatevocabulary. The flow of ideas written, were able to sustain the interest of thereader.

Candidates from the average group attempted to write a story but lack thecreative and informative sentences to expand the ideas interestingly. Sentencestructures were impeded by grammatical errors. Inappropriate expressions andvocabulary were used.


Most of the candidates in the low achievement group were unable to write correctsentences to describe the picture. Ideas presented were either disorganised orinundated with grammar, spelling and punctuation errors. Some candidatesresorted to direct lifting and wrote the given words in the space provided.


SUGGESTIONS TO CANDIDATES

1. Handwriting must be neat and clear.2. Read and understand instructions before attempting the questions.3. Construct sentences that are relevant to stimulus.4. Construct sentences using the correct grammar structure.5. Avoid constructing long sentences that may cause confusion of ideas.6. Acquire knowledge of punctuations to avoid confusion.7. Check and make necessary changes after completing an essay.8. Avoid memorising of sentence structure as it may not be applicable to the

question given.9. Candidates should understand that learning English is a life-long

process, so use English at all times.10.Read more English books, magazines, articles etc.11.Use the dictionary at all times.12.Use English often, inside and outside the classroom.13.Practice the grammar rules in your daily writing activities.14.Refer to your English teacher whenever you need help or ask when you

do not understand.15.Practise writing simple sentences on your own.

SUGGESTIONS TO TEACHERS

1. Teach pupils the language instead of the exam format.2. Use ‘brainstorming technique’ in the teaching and learning process.3. Place equal emphasis on all components of language learning –

istening, speaking, reading, writing and grammar.4. Stress on the importance of legible handwriting.5. Prepare pupils how to plan answers for the given questions.6. Use a variety of teaching strategies to create interest in language

learning.7. Train pupils to be independent, to strive, to be life-long learners, to have

thinking skills and to ask questions whenever in doubt.8. Teach pupils dictionary skill.9. Conduct drills on grammar, vocabulary, sentence structures and get

pupils to apply in their writing activities.10.Conduct oral activities with pupils on various stimulus and situations.

Allow pupils to express their ideas.11.Converse in English with the pupils as practice makes perfect.12.Teachers should work towards improving their own proficiency.13.Teachers should read more to increase word power.14.Teachers should always refer to the dictionary when in doubt of how to

use the language correctly.

Education

014 2 b.inggeris sk upsr 2010 edited