PDF PPT DP PBD OGOS 2022

⊹ 23 OGOS 2022
⊹ 11.30 PAGI
⊹ BILIK PANITIA SKKS

SK KARAMUNTING

DIALOG PRESTASI PBD
PANITIA BAHASA MELAYU

PENGGAL 1 2022

TARIKH: 23 OGOS 2022 (SELASA)
MASA: 11.35 A.M. – 1.00 P.M.

TEMPAT: BILIK PANITIA, SK KARAMUNTING



TAHUN SATU 2022

KELAS / JUMLAH TH TP 1 TP 2 TP 3 TP 4 TP 5 TP 6

TAHAP MURID

PENGUASAAN

KOM 35 - 9 19 7 - - -
-
KOLA 35 - 4 21 10 - - -
-
KRE 35 - 6 14 11 4 - -
-
KRI 34 - 11 20 3 - - 0

NILA 36 - 4 10 16 6 -

ETIKA 36 - 4 14 18 - -

JUMLAH 211 0 38 98 65 10 0

KESELURUHAN

TAHUN DUA 2022

KELAS / JUMLAH TH TP 1 TP 2 TP 3 TP 4 TP 5 TP 6

TAHAP PENGUASAAN MURID

KOM 31 - 5 5 20 1 - -
-
KOLA 32 - 5 10 14 3 - -
-
KRE 31 - 9 8 13 1 - -
-
KRI 32 - 4 13 12 3 - 0

NILA 32 - 5 13 11 3 -

ETIKA 30 - 4 11 14 1 -

JUMLAH KESELURUHAN 188 0 32 60 84 12 0

TAHUN TIGA 2022

KELAS / JUMLAH TH TP 1 TP 2 TP 3 TP 4 TP 5 TP 6

TAHAP MURID

PENGUASAAN

KOM 35 - - 76 22 - -
-
KOLA 34 - 2 11 21 - - -
-
KRE 36 - - 10 25 1 - -
-
KRI 35 - 2 11 15 7 - 0

NILA 34 - 3 12 9 10 -

ETIKA 36 - 7 10 19 - -

JUMLAH 210 0 14 61 95 40 0

KESELURUHAN

TAHUN EMPAT 2022

KELAS / JUMLAH TH TP 1 TP 2 TP 3 TP 4 TP 5 TP 6

TAHAP MURID

PENGUASAAN

KOM 36 - 1 - 16 15 4 -
-
KOLA 35 - 2 10 5 18 - -
-
KRE 35 - - - 18 16 1 -
-
KRI 33 - 2 5 26 - - 0

NILA 35 - 4 12 19 - -

ETIKA 35 - 2 11 12 10 -

JUMLAH 209 0 11 38 96 59 5

KESELURUHAN

TAHUN LIMA 2022

KELAS / JUMLAH TH TP 1 TP 2 TP 3 TP 4 TP 5 TP 6

TAHAP MURID

PENGUASAAN

KOM 37 - 1 - 5 31 - -
-
KOLA 38 - 2 6 30 - - -
-
KRE 36 - 1 2 21 6 6 -
-
KRI 37 - 1 10 26 - - 0

NILA 37 - 1 7 15 14 -

ETIKA 37 - 1 - 5 31 -

JUMLAH 222 0 7 25 102 82 6

KESELURUHAN

TAHUN ENAM 2022

KELAS / JUMLAH TH TP 1 TP 2 TP 3 TP 4 TP 5 TP 6

TAHAP MURID

PENGUASAAN

KOM 35 - - - - 35 - -

KOLA 36 - - - - 20 16 -

KRE 34 - - - 19 9 6 -

KRI 33 - - - 33 - - -

NILA 33 - 1 - 23 9 - -

ETIKA 35 - 1 2 16 16 - -

JUMLAH 206 0 2 2 91 89 22 0
KESELURUHAN

PERATUS KESELURUHAN

TAHAP JUMLAH TH MENGUASAI TAHAP BELUM CAPAI TAHAP
MURID MINIMUM (TP3 – TP6) MINIMUM (TP1 & TP2)
TAHUN SATU BIL PERATUS
TAHUN DUA 211 - BIL PERATUS 136 64%
TAHUN TIGA 75 36%
TAHUN EMPAT 92 49%
TAHUN LIMA 188 - 96 51%
TAHUN ENAM 75 36%
JUMLAH 210 - 135 64%
KESELURUHAN 49 23%
209 - 160 77%
32 14%
222 - 190 86%
4 2%
206 - 202 98%
388 31%
1,246 0 858 69%















ISU DAN INTERVENSI

Punca isu TAHUN 1 Pelaksanaan

Membaca Intervensi Mengikut Isu/ Program
i. Murid belum menguasai huruf
i. Bimbingan secara individu, menyebut 1. Latihan membaca bersama guru secara
sepenuhnya iaitu tidak mengenal huruf dengan betul dengan bantuan berterusan semasa PdPc.
huruf dan sebutan bermasalah. bahan grafik.

ii. Murid belum dapat membunyikan suku ii. Memberi latih tubi bacaan suku kata 2. Secara berterusan, dengan bimbingan
kata terbuka (kv) dengan baik. terbuka secara individu atau guru atau rakan sebaya.
berkumpulan, menggunakan kad
Menulis sukukata berwarna. 1. Latihan bacaan secara intensif melalui
i. Murid belum menguasai kemahiran buku kerja murid.
menulis dan perlu bimbingan secara i. Menyalin semula perkataan dan
individu. mengisi tempat kosong dengan
huruf/perkataan yang betul.

ii. Tulisan huruf terbalik dan tidak kemas. ii. Menyalin ayat dengan menulis tanda 2. Menanda hasil kerja dan merekod
baca yang betul dan membuat perkembangan murid.
pembetulan perkataan atau huruf yang
salah.

Punca isu TAHUN 2 Pelaksanaan

Membaca Intervensi Mengikut Isu/ Program
i. Murid kenal abjad tetapi tidak boleh
membatangkan suku kata terbuka. i. “Roda Suku Kata” untuk membantu 1. Dilaksanakan di dalam kelas. Murid
murid membatangkan suku kata terbuka dibimbing secara individu.
(KV, KVKV)

ii. Murid lemah dalam membatangkan ii. Program Guru Kecil dilaksanakan 2. Saringan membaca dilakukan untuk
suku kata tertutup.
menggunakan modul bacaan. Murid yang menentukan tahap penguasaan murid.

pandai membimbing murid yang lemah

Menulis i. Aktiviti latih tubi / kerja rumah menulis 1. Di dalam kelas dan bimbingan di
i. Murid lambat menulis dan tulisan tidak perkataan dan ayat mudah dengan betul. rumah oleh ibu bapa.
kemas.

ii. Murid lemah dalam kemahiran menulis ii. Latih tubi melalui lembaran kerja dan 2. Latihan secara intensif melalui buku
-huruf terbalik dibimbing secara individu. kerja dan latihan murid.
-huruf ada ekor
-huruf kecil dan huruf besar

TAHUN 3

Punca isu Intervensi Mengikut Isu/ Program Pelaksanaan

Membaca

I. Murid tidak boleh membaca suku kata i. Bimbingan bacaan kuat mengikut 1. Dijalankan setiap PdPc dengan
terbuka,suku kata tertutup dan diftong. modul, mempunyai tulisan berwarna dan bimbingan guru.
bahan grafik.

ii. Murid tidak lancar membaca perkataan ii. Bimbingan rakan sebaya dengan 2. Dijalankan setiap PdPc dengan rakan
sebaya.
dan ayat. melantik Guru Kecil.

Menulis

i. Murid masih belum menguasai i. Menyalin ayat dengan menulis tanda 1. Dijalankan setiap PdPc dengan
kemahiran menulis dengan tanda baca baca yang betul menggunakan kertas bimbingan guru.
yang betul. bergaris.

ii. Tulisan murid tidak cantik dan tidak ii. Aktiviti latih tubi tulisan cantik dan 2. Latihan menulis secara intensif melalui
kemas. perenggan pendek. buku kerja murid.

. Punca isu TAHUN 4 Pelaksanaan

Membaca Intervensi Mengikut Isu/ Program
1.Murid tidak lancar membaca dan
membatang suku kata terbuka dan 1.Aktiviti membaca secara individu dan 1. Dijalankan setiap PdPc dengan
tertutup. berkumpulan , berfokus kepada sebutan bimbingan guru.
suku kata menggunakan modul bacaan.

2. Murid salah menyebut perkataan yang 2. Latih tubi bacaan dengan sebutan betul 2. Bimbingan berterusan secara individu

dibaca. dan bimbingan guru dan rakan sebaya. dan rakan sebaya semasa PdPc.

Menulis

1. Murid menulis perkataan tidak lengkap. 1. Latih tubi menulis Program 5 Perkataan 1. Dijalankan setiap PdPc dengan

Sehari. bimbingan guru.

2. Murid menulis ayat satu idea tanpa 2.Membimbing menulis ayat yang tepat 2. Latihan menulis secara intensif melalui
mengembangkan isi yang baru.
dengan maksudnya dan tanda baca yang buku kerja secara individu dengan

betul menggunakan lembaran kerja. bimbingan guru.

Punca isu TAHUN 5 Pelaksanaan

Intervensi Mengikut Isu/ Program

Membaca i. Melaksanakan aktiviti latih tubi bacaan 1.Bimbingan membaca oleh guru yang
i. Murid tidak dapat membatang dua suku menggunakan Modul Jom Pandai Baca. dilaksanakan secara berterusan.
kata (KVKVK) dengan betul.

ii. Murid tidak dapat membaca frasa ayat ii. Membimbing murid membaca frasa ayat 2. Bimbingan membaca oleh guru yang
mudah dengan betul.
menggunakan Modul Bacaan Ayat dilaksanakan secara berterusan.

Mudah .

Menulis

i. Murid tidak dapat menulis perkataan i. Melatih murid menulis dalam Program 1.Guru menyebut perkataan yang telah
dengan betul. 10 Perkataan Sehari . dipelajari dan murid menulis perkataan
yang disebut oleh guru.

ii. Murid tidak dapat melengkapkan ayat ii. Membimbing murid membina ayat 2.Latih tubi menulis perkataan dan
mudah dengan betul. mudah dalam buku kerja / modul melengkapkan ayat mudah dalam modul
lembaran kerja. lembaran kerja.

Punca isu TAHUN 6 Pelaksanaan

Intervensi Mengikut Isu/ Program 1. Latihan membaca modul secara
bimbingan individu.
Membaca i. Latih tubi membunyikan huruf vokal dan
i. Masih bermasalah dengan mengenal dan konsonan yang mudah, dengan betul dengan
mengecam huruf. menggunakan Modul Jom Pandai Baca.

ii. Tidak dapat membaca dan membatang ii. Membimbing murid membaca suku kata dan 2. Bimbingan oleh guru dan rakan
suku kata. frasa ayat menggunakan Modul Bacaan Ayat sebaya secara individu.
Mudah .
1. Latihan menulis sebagai kerja
Menulis i. Menulis huruf pada buku petak (besar) dan rumah dan juga di dalam kelas
menulis perkataan pada buku empat garis. secara intensif dengan bimbingan
i. Murid belum menguasai kemahiran guru.
menulis dengan betul.
2. Latihan secara berterusan dengan
ii. Murid tidak dapat membina ayat mudah. ii. Murid membina ayat mudah berpandukan bimbingan guru secara individu.
teknik SATU yang berfokuskan SIAPA, APA,

TEMPAT, ULASAN.



SK KARAMUNTING

DIALOG PRESTASI PBD
SEMESTER 1 (OGOS) TAHUN 2022/2023

PANITIA BAHASA INGGERIS

TARIKH: 23/08/2022
MASA: 11.30 pagi – 01.05 petang

TEMPAT: Bilik Panitia SKKS



















RCA ( Root Cause Analysis)
AUGUST 2022

Punca isu Intervensi Mengikut Isu/ Pelaksanaan
Program

TP 2 : Listening and Speaking JUNE - OCTOBER

LISTENING − Modelling Modelling / Role-play

- Difficulty in… − Role-play dialogues in pairs  During PdPc

- …understanding and responding to very − Gestures and flashcards

simple instructions/words - Using slower playback speed when using Feedback

SPEAKING audio from the textbook  One on one

- …producing words and phrases even with

a lot of support. Reading

READING − Shared reading – increase vocabulary JULY - OCTOBER

- …identifying letters and sounding out Shared reading

TAHUN 1 words. Writing  30 minutes every week
WRITING − Personal feedback.

- …Punctuation and spelling problems − Include activities that can develop Focus group / Teacher helper

- …Illegible handwriting pupils’ motor skill like cutting with scissors  During PdPc

and hands-on activities

TP1 :

• Unable to identify letters of alphabets TP1:

• Unable to blend and segment words Remedial Activities such as:

• New student in 1 Nilai (only able to Listening and Speaking

identify a few letters of alphabets ) − Focus group

Reading

− Teacher helpers

− Phonics – Learn phonemes for specific

letters, blending/segmenting.

RCA ( Root Cause Analysis)
AUGUST 2022

Punca isu Intervensi Mengikut Isu/ Pelaksanaan
Program

LISTENING TP1:

- Difficulty in… Remedial Activities such as:  JULY-OCTOBER

- …understanding and responding to very Listening and Speaking :  During PdPc

simple instructions/words - Learning through gestures and flash cards-  One on one

SPEAKING to improve comprehension.

- …producing words and phrases even with

lots of support from the teacher. Reading

READING - PHONIC KIT - Learn pronunciation, reading

- …identifying letters and words and and spelling  Once a week

TAHUN 2 sounding out words. Tp2:
WRITING

- …recognizing letters. Reading and Writing

- …illegible handwriting - I Can Read : Simple reading/ writing

TP1 : /comprehension activity.

• Unable to identify letters of alphabets - Understanding context by cue words.

• Illegible handwriting.

• A pupil with attendance problem in 2 Etika Language Arts

(has problem in 3M) -Shared reading (NILAM session).

-Role-playing - To improve group work,

TP2 : Listening and Speaking skills.

• Lack of vocabulary

• Unable to understand the meaning of

words

RCA ( Root Cause Analysis)

OGOS 2022

Punca isu Intervensi Mengikut Isu/ Pelaksanaan

TP 2 Program JUNE - OCTOBER
Need a lot of support in…
LISTENING: TP 2 • In class (1 on 1
- …recognizing and reproducing some target language • Word Family Wheel session)
phonemes • Reading Module
- …understanding short questions & classroom • Twice a week
instructions • Word Family
SPEAKING: • Sight Words
- …narrating very short basic stories and events • I Can Read: Simple reading activity
READING:
using phonics book & mini story books
TAHUN 3 - …blending and segmenting words • Vocab Rehab: Interesting activities
- …understanding details od short simple texts
WRITING: through songs, quiz & games (spelling
- …writing simple sentences, spelling high frequency
words. bee, snake & ladder)

TP 1 (3 KRITIS) TP 1
- Illegible handwriting • Penmanship Module: Improves fine
- Unable to identify few letters of the alphabets
motor skills and handwriting
(b,p,d,l,h,n) • I Can Read: Simple reading activity
- Hardly able to communicate simple information
using phonics book and ABC card
TP 1(3 NILAI)
- Pupils who had attendance issues since March 2022 Attendance issues- Collaborating with
disciplinary and counselling teachers to reach
out to their parents.

RCA ( Root Cause Analysis)
MAC 2022

Punca isu Intervensi Mengikut Isu/ Program Pelaksanaan

LISTENING: Using targeted questioning techniques such  Personal feedback

-Unable to follow simple instructions as: on the spot or after
-difficulty in understanding the audio being yes/no questions
close-ended questions class
played. British accent from audio cause  During Pdpc
JUNE - OCTOBER
confusion
Flash cards, visual support, teacher ‘s body
SPEAKING:
gestures(Total Physical Response)
--Limited vocabulary so pupils cannot engage in Teaching them to construct simple word with
conversation
flashcard : (this is …… ) (we need to
READING:
….because…)
TAHUN 4 -Difficulty in pronouncing words (two or three
syllables words) Using RI toolkit at least twice a week

- Low profeciency

WRITING: Writing Clinic Programme(Explicit Instruction in

-L1 interference: Pupils sometimes use BM writing Writing)

style (start with conjunction: and, but) or Writing exercises using substitution table

‘one day’ even in message or email format. -Emphasize the use of punctuation.

-Spelling errors Struggling students sit near teacher during
--Missing punctuation English class for easier monitoring.

TP1

 Major issue : Students have not mastered 3M
 Poor motor skills
 Attendance problem

RCA ( Root Cause Analysis)
AUGUST 2022

Punca isu Intervensi Mengikut Isu/ Program Pelaksanaan

LISTENING AND SPEAKING: Using RI Tool Kit twice/three times a week  Personal feedback on
-Unable to follow and respond to instructions.
--Unable to speak because of lack of vocabulary. Mini dictionary of frequently used words to build up the spot or after class
-Lack of confident to speak clearly because of
vocabulary. (emphasis on base word)  During Pdpc
mispronouncing words.
-Unable to answer questions with related answers. Audio and visual support  Homework as

READING: More chain reading/group reading activity to build up enrichment

students’ confidence.  April – August

Emphasis on WH-questions in class.

Emphasis on I-think to help teach non linear texts.  June - October

-Difficulty to understand text especially in non linear texts.

-Difficulty to understand meaning of words if it is not in  Little teacher (fast finishers help weak students)
base form. (examples: caught, studied, children etc)

TAHUN 4 WRITING:.
-Spelling errors (especially in cursive writing)
--Missing punctuation (doesn’t know how to use

apostrophe)

RCA ( Root Cause Analysis)

AUGUST 2022

Punca isu Intervensi Mengikut Isu/ Pelaksanaan
Program

LISTENING: 1. During PDPc

- Pupils didn’t know what they were Hotline! activity- pupils practise

listening to. skimming and scanning for information 2. Rewrite Me - an hour a week
SPEAKING: and underline the answer found in the (June – Sept)
- Pupils felt hesitant to speak in English
READING: text
3. Spelling Bee – half an hour every

- Unable to recognize the keywords Rewrite Me- Rewrite a sentence or week
(5 Kom on Thur) (5 Eti on Tue)
WRITING: paragraph to emphasize the use of (June – Oct)
- Weak grammar foundation (incorrect use punctuation and writing skills.
of tenses)

TAHUN 5 - Unable to construct simple sentences Grammar and Spelling 4. Grammar Games – Every Friday
- Spelling and punctuation error (sorting adjectives, nouns, verbs to

reinforce their understanding

towards grammar )

TP 1 (Komunikasi & Etika) TP1: (June – Oct)
 Pupils who had attendance issues Collaborating with disciplinary and

TP 2 (Komunikasi & Etika) counselling teachers to reach out to  RI and TP2- Exercise are carried
 Unable to follow simple instruction. their parents. out under the guidance from

 Unable to read and Illegible handwriting. TP2: teacher
diagnostic tools, materials and tasks  RI and TP2- Vocabulary learning

based on CEFR levels. 10-15 minutes twice a week

 PBL

RCA ( Root Cause Analysis)
SEMESTER 1 (OGOS)

TAHUN Punca isu Intervensi Mengikut Isu/ Program Pelaksanaan
6

LISTENING:  Teach pupils 2 listening strategies:
- Pupils needed a lot of support in
i) listening for gist – listening to the general idea of a
understanding texts

text/the whole picture of a text. Example activities:

Reason: show pupils some pictures related to the topic and ask
i. Had little or no knowledge of listening
pupils what they think about the pictures / Take a few
strategies
words (content words – nouns, verbs, adjectives) from

the listening passage and ask pupils what they think the

listening is about.

ii) listening for details – listening to a specific kind of  August - October

information. Example: In reading comprehension, ask

pupils to skim through the questions, underline the

important words and decide what kind of details they

need to identify in the listening text.

 Teach classroom management language such as ‘Open
your book’, ‘Stand up’ and ‘Sit down’ to help pupils
enhance their listening skills.

TAHUN Punca isu RCA ( Root Cause Analysis) Pelaksanaan
6 SEMESTER 1 (OGOS)

Intervensi Mengikut Isu/ Program

SPEAKING:  Teach process language.
i) Pupils felt hesitant to use English in class. a. For class activities:

Reasons: Should I go first or should you go
a) They didn’t know how to start a first?/Can I ask you some questions,
please?/Can you repeat the
conversation in English. question, please?/Thank you.
b) Limited vocabulary b. For checking understanding of what the speaker is
c) Less practice saying:
Can you speak louder, please?/Can
you repeat, please?  August – October

 Implement a 5-minute speaking routine at the beginning
of class by asking pupils the following questions:

a) How are you? I’m fine, thanks. And you?
b) How was your day?
c) What did you do yesterday?/What did you do last

weekend?

TAHUN Punca isu RCA ( Root Cause Analysis) Pelaksanaan
6 SEMESTER 1 (OGOS)

Intervensi Mengikut Isu/ Program

READING: a) Work with passages where the main idea and details are
- Pupils needed a lot of support in crystal clear:

understanding texts 1. the first and last sentences name the main idea
2. the sentences in between should list out the details
Reason: Pupils were struggling to identify the 3. repeated words are present for pupils to highlight.
main idea and specific details of a text
 Graphic organizers are used to help provide the visual to  August - October
the concept for better understanding.

 Teacher modelling – modelling thinking out loud how she
comes to the conclusion of what the main idea and
specific details are.

 Introduced the ‘Which doesn’t belong?’ game to pupils. In
this game, pupils are given some options of details,
choose one option that doesn’t quite fit as a detail and
then explain WHY it doesn’t fit.

TAHUN Punca isu RCA ( Root Cause Analysis) Pelaksanaan
6 SEMESTER 1 (OGOS)

Intervensi Mengikut Isu/ Program

WRITING:  Play vocabulary activities such as hot seat, board
- Limited vocabulary games, jigsaw puzzles and Simon says to review
- Incorrect use of tenses vocabulary

Reasons:  Journal writing – pupils write in their journals what they
- Poor vocabulary retention did at weekends and report back to class on Mondays.
- Present tenses were often used in place of
 Pupils are provided with a list of verbs in their infinitives,  August to October
past tenses present simple and past simple forms for them to refer to
- Less practice – both vocabulary and tenses.



SK.KARAMUNTING
SANDAKAN

PANITIA MATEMATIK
DIALOG PRESTASI

PBD PENGGAL 1 -2022

TEMPAT : BILIK PANITIA SK.KARAMUNTING

OBJEKTIF PEMBENTANGAN

Menyatakan status pencapaian dan tahap penguasaan PBD TAHUN 1 - 6 (TP 1 & TP 2) bagi

OGOS 2022

Menjelaskan prestasi PBD (BMTPM/MTPM) bagi tahun 2022
Membentangkan isu & pelaksanaan intervensi di peringkat sekolah

DATA PBD MATAPELAJARAN
MATEMATIK PENGGAL 1 /2022

TAHAP 1

TAHUN 1 : OGOS 2022

TP / MP JUMLAH TP1 TP2 TP3 TP4 TP5 TP6
MURID

MAT

KOM 35 9 11 15 0 0 0

KOLA 35 13 12 10 0 0 0

KRE 35 6 19 10 0 0 0

KRI 34 10 9 15 0 0 0

NIL 36 1 3 30 2 0 0

ETIKA 35 11 12 12 0 0 0

JUMLAH 210 50 66 92 2 0 0
KESELURUHAN