014 BAHASA INGGERIS PENULISAN SK

INFORMATION ON EXAMINATION PAPER

Code : 014
Marks : 50 marks
Time : 1 Hour 15 Minutes

EXAMINATION PAPER FORMAT

This paper consists of three sections:

SECTION A: Information Transfer

SECTION B: There are two parts in this section. Both parts must be answered.
B(i) Listing
B(ii) Format Writing

SECTION C: There are two questions in this section. Answer only one question.
25 marks are allocated for this question.

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SPECIFIC PERFORMANCE

SECTION A

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For Section A, the candidates are required to study the poster and read the dialogue that
follows. Then, transfer the information given to complete the text correctly.

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Example of Excellent Answer 1:

Candidates in this group show excellent understanding of the stimulus provided and they
can extract details from it to insert them appropriately and accurately into the blanks,
showing their fluency in grammar, punctuation and text completion.

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Example of Excellent Answer 2:

These candidates have answered intelligently. They have transferred the information
correctly except for blank (4) where the candidates did not use the correct verb form after
using a modal. These candidates even managed to change ‘cycling’ to ‘cycle’ correctly.

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Example of Average Answer 1:

Some of the candidates in this group have used the wrong prepositions when answering
the question. The candidates also do not fully understand how to answer this question.
The level of vocabulary is also limited.

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Example of Average Answer 2:

Candidates in this group have filled in the blanks with incomplete answers. They have
transferred the wrong information into the blanks. Most of them do not know how to
expand the answers using prepositions.

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SECTION B

This section contains two parts, whereby candidates are required to read the message
given and answer the questions.

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Section B(i)

In question B(i), candidates are required to list down the correct information accurately.

Example of Excellent Answer 1:

Most of the candidates in this group understand the message given as in the stimulus
and they know what Ramli must do as told by his mother. They have written their
answers in instructional form, hence, not using any pronoun, example ‘I’.

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Example of Excellent Answer 2:

Similar to the above example, the candidates in this category have fully understood the
message by Ramli’s mother and they have used the instructional form to write Ramli’s
task. Some of them have used ‘I’ for item (b), i.e. ‘feed the cat before I leave’.

Example of Average Answer 1:

The candidates in this group have transferred wrongly as for (c), the answer should be
‘lock the door’.

Example of Average Answer 2:

Some of the candidates have stated facts which are not required when giving their
answers as in (c), it should be ‘throw the garbage’. The answers are also incomplete
and partially correct as in (a), ‘before leaving the house’.

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Section B(ii)

In question B(ii), candidates are required to write a message using grammatically correct
sentences. They also have to use the information given in writing their message with
correct punctuation and spelling. Their message should be between 50 and 80 words.

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Example of Excellent Answer 1:

Intelligently done, this group of candidates relayed the message assigned to Ramli in a
detailed manner, telling his father what he needs to do and what he, himself has to do.
These candidates have done exceptionally well when they have used the different forms
of tenses to describe what Ramli’s mother had done and what Ramli and his father need
to do – an answer that blends the present and past forms of tenses.

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Example of Excellent Answer 2:

Candidates here have exhibited their fluency in their command of the language by
showing their ability to use mixed tenses in writing their message. They express their
thoughts very well, detailing what Ramli’s mother ‘had done’, ‘is doing’ and what Ramli
and his father need to do in a well-blended variety of tenses. Except for the ‘forgotten’,
these candidates are almost flawless in their presentation.

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Example of Average Answer 1:

Candidates in this group are confused when they are answering the task. Besides
needing to write the father’s and his own tasks, the candidates only stated his tasks.

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Example of Average Answer 2:

The candidates in this category have used the wrong singular or plural verb form ‘Dad
needs to fetch me after my tuition class is over’ when they write their sentences.
They have also written some distorted sentence structures in their sentences, like ‘The
chicken curry which is in the refrigerator’ (The chicken curry is in the refrigerator)
and ‘Mother said for dinner can fry some eggs’ (Mother said as for dinner, you can
fry some eggs)

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SECTION C

This section consists of two questions. Candidates are only required to choose one
question and write a composition using the pictures and guide words or phrases in
proper grammatical sentences.

Question 1

In question C1, candidates are given three pictures and twelve guide words and phrases.
Candidates have to write a composition using the pictures and words and phrases given.
The word limit for this composition is between 80 and 100 words.

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Example of Excellent Answer 1:

Candidates in this category have depicted a vacation trip in a very captivating approach,
detailing the journey, the arrival and then, the subsequent events with more than
sufficient vocabulary. Their use of tenses is accurate and appropriate, hence their
answer is flawless, except for ‘tooks’ which sometimes, some candidates are confused
when they inflect verbs for singular subject.

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Example of Excellent Answer 2:

Candidates for this type of answer prefer the use of strong vocabulary. Their command
of the language is also excellent and they write an answer which exhibits a good story
flow with interesting expressions besides writing with a variety of sentence structures.

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Example of Average Answer 1:

Candidates in this group have fulfilled the task. Efforts are shown in the answers but the
ideas given have limited vocabulary and are not appropriately used. The main weakness
is the wrong use of vocabulary and verb forms, as in ‘were enjoying the view...’,
‘...slept exhaustedly’, ‘...and many more’. Hence it brings down the band.

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Example of Average Answer 2:

The candidates are able to write a story based on the given pictures. However there are
numerous grammatical errors such as verbs-to-be, prepositions and articles, which have
disrupted the flow of the story. Examples are ‘with a car’ should be ‘by car’; ‘It’s’ (It);
‘to reached’ (to reach); ‘to there’ (there); ‘the Danial father’ (Danial’s father); ‘It’s
was interesting’ (It was interesting).

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Question 2

In question C2, candidates were given four pictures and fourteen guide words and
phrases. Candidates have to write a composition using the pictures, words and phrases
given. The word limit for this composition is between 80 and 100 words.

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Example of Excellent Answer 1:

Almost all the candidates in this group have written a well-planned story flow. Although a
strong and high level of vocabulary is missing, this answer is still an excellent one
because the events are well-sequenced, clearly detailed and a more-than-enough
elaboration is written by these candidates. Besides that, they have used the appropriate
verb forms and tenses despite the lack of a variety of sentence structures.

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Example of Excellent Answer 2:

Candidates in this group have opted for a short introductory paragraph to describe the
character but still write within the word limit. These candidates have a flair in using the
verb forms and tenses and they used the past forms of tenses in a variety of sentence
patterns, applying the use of modals, verb-to-be and simple past tense accurately. They
have also exhibited their mastery of different types of sentences in various sentence
structures.

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Example of Average Answer 1:

These candidates are able to convey a smooth storyline through a variety of sentence
structures but grammatical errors occasionally occur to pull down the band, like ‘He sell
it...’ (He sells it...); ‘...with little girl’ (with a little girl); ‘...to his daughter’ (to her
daughter) and ‘Johan came to them’ (Johan went over to them).

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Example of Average Answer 2:

Candidates in this group have written a good storyline with high vocabulary to make the
story quite interesting. Nevertheless, the frequent errors in the use of verbs-to-be have
brought down the banding. Examples of the errors are, ‘her little girl was came’ (her
little girl came); ‘They was thirsty...’ (They were thirsty...); ‘...and shocked’ (...and
was shocked); and many errors pertaining to the use of ‘was’ and ‘were’.

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SUGGESTIONS TO CANDIDATES

1. 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 before transferring
them. Practise as many exercises as possible to make yourself familiar with the
task.
8. Do a mind map or brain storm before answering Section C. Use WH-question
words to help you elaborate your ideas. Add in some or many new appropriate
words according to the picture(s) 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, such as documentaries, news and
children’s educational series.
12. Always jot down the new words that you come across when you read or hear people
talk.

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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.
11. Cultivate a love for the language by adopting and adapting a variety of teaching
methods and strategies. This will prevent students from having the notion that
English is a boring and difficult subject.
12. Teach English as a language and not as a tool to answer exam questions.
13. Avoid drilling stereotyped sentence patterns. Students should not be made to
memorise words, phrases and sentences. Let them flourish in the language by
themselves using simple English.
14. Enhance your own proficiency by using the language yourself.
15. Try model writing for the average and slow learners. Avoid drilling stereotyped
sentence patterns.
16. Provide more samples of UPSR format questions and drill the students.
17. Teachers need to stress and train students to read and follow the rubrics and
instructions carefully.
18. Teach or encourage highfliers to use more adjectives, adverbs, idiomatic
expressions, proverbs and similes in a variety of sentence structures.
19. Help pupils gain confidence in the learning of English through games, spelling
competitions, role-play, songs and jazz chants. Make learning English fun.

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