Section outline

  • Collapse Expand

    Collapse all Expand all
    Cambridge IGCSE™ Malay 0546 (for examination from 2022)
    Example Candidate Responses (Paper 3 Speaking)
  • Collapse Expand

    Topic 1


    • Introduction

      The main aim of this resource is to exemplify standards of Cambridge IGCSE Malay, Paper 3, and show how different levels of candidates' performance (high, middle and low) relate to the subject's curriculum and assessment objectives. 

      Candidate responses have been selected from June 2022 series to exemplify a range of answers. 

      The recording of each speaking test is followed by moderator comments on where and why marks were awarded or omitted, followed by moderator comments on how the answer could have been improved. In this way, it is possible for you to understand what candidates have done to gain their marks and what they could do to improve their answers. Common mistakes and guidance are also listed for the whole test. 

      A transcript of the audio recordings with additional commentary is also provided. 

  • Collapse Expand

    Topic 2

  • Collapse Expand

    Topic 3


    Now that you have read the Speaking Assessment Criteria Grids, you may want to practise marking a speaking test. Listen to the candidate responses below, make a note of the strengths and weaknesses of the candidate and give a mark, before you read the examiner comments and marks below.

    Please note: Information about the candidate and centre has been removed from the recording to protect the identity of the candidate.


    • High level response 

      • Whole test - click to listen

      show/hide  Transcript and commentary

      Example candidate response transcript – high

      Role play card 5 transcript

      Teacher/examiner: Ke manakah kita nak pergi hari ini? [The teacher/examiner reads the first question exactly as printed.]

      Candidate: Pada hari ini, kita perlu pergi ke kedai telefon kerana saya hendak membeli telefon pintar yang baharu. [An appropriate asnwer. The candidate can be awarded 2 marks even if the answer was short and brief. For example, ke kedai telefon]

      Teacher/examiner: Mengapakah awak perlukan telefon pintar baharu? [The teacher/examiner reads second question exactly as printed.]

      Candidate: Saya perlu telefon pintar baharu kerana telefon saya telah rosak semasa saya jatuh. [An appropriate answer.]

      Teacher/examiner: Ok. Apakah yang akan berlaku kepada telefon pintar lama awak? [The teacher/examiner gives a brief reaction and then asks the third question exactly as printed.]

      Candidate: Saya akan memberi telefon pintar lama saya kepada ..kaha…kawan saya yang perlu telefon lain. [An appropriate answer, with slight hesitation and error in pronounciation which the candidate self corrects.]

      Teacher/examiner: Ok. Apakah fungsi-fungsi yang awak ingin daripada telefon baharu ini? Mengapa? [The teacher/examiner does not mark the pause in the script. When there is a pause in the script the teacher/examiner should let the candidate answer first and then ask the second question provided after the pause.]

      Candidate: Dalam telefon baharu saya, saya ingin telefon yang ada kamera yang baik. Hal ini demikian kerana saya suka mengambil gambar dan meletakkan di atas sosial media. [An appropriate answer, with a minor error in preposition and word order of "social media" that does impede communication.]

      Teacher/examiner: Pernahkah awak gunakan telefon pintar untuk belajar? [The teacher/examiner reads the first part of the question and marks the pause in the script to give the candidate time to answer.]

      Candidate: Ya. [A brief, appropriate answer.]

      Teacher/examiner: Bagaimana? [The teacher/examiner reads the second part of the task.]

      Candidate: Saya menggunakan laman web untuk mencari maklumat yang saya perlu untuk belajar dan saya juga menggunakan dictionary, kamus di atas website untuk mencari makna-makna kosa-kata yang saya tidak faham. [An appropriate answer, with a minor error in using an English word "dictionary" which candidate then self-corrects to "kamus" and the use of the word "website" that does not impede communication.]

      Teacher/examiner: Ok. End of role play card. Topic conversation starts. [Clear end to the role play and transition to the first Topic conversation.]

       

       

      Topic conversation 1 transcript - Topic 2 Waktu lapang (Sukan)

      Teacher/examiner: Topik 1, topik Waktu lapang. [Clear announcement of the first topic.]

      Teacher/examiner: Apakah aktiviti sukan kegemaran anda? [The teacher/examiner reads the first question exactly as printed.]

      Candidate: Aktiviti sukan kegemaran saya ialah badminton. Saya suka bermain badminton kerana badminton membawa banyak faedah kepada saya. [The candidate gives a well-developed response including a reason for his answer and uses a connector to explain his answer.]

      Teacher/examiner: Biasanya dengan siapakah anda akan membuat aktiviti sukan ini? [The teacher/examiner reads the question exactly as printed.]

      Candidate: Biasanya saya dengan adik saya akan membuat aktiviti sukan badminton pada..ming.. hari Sabtu pada setiap minggu. Kita sangat suka badminton kerana kita boleh mengeratkan hubungan antara kita. [The candidate gives a well-developed response despite an error in using the pronoun kita instead of kami.]

      Teacher/examiner: Sudah berapa lamakah anda bermain sukan ini? Siapakah yang memperkenalkan sukan ini kepada anda? [The teacher/examiner does not mark the pause in the script and asks the two parts of the question together. When there is a pause in the script the teacher/examiner should let the candidate answer first and then ask the second part provided after the pause.]

      Candidate: Saya telah bermain badminton selama 5 tahun. Badminton ini dikenalkan kepada saya oleh ibu bapa saya. Saya tengok bapa saya bermain badminton semasa saya kecil sekali dan saya sangat berminat dalam sukan ini. [A clear answer in the correct time frame for the first part. The candidate is able to give extra relevant details in the second part despite slight prefix and verb errors that do not impede communication.]

      Teacher/examiner: Pada pendapat anda, megapakah aktiviti sukan boleh merapatkan hubungan? [The teacher/examiner asks the question exactly as printed.]

      Candidate: Pada pendapat saya, aktiviti sukan boleh merapatkan hubungan kerana kita mengeluarkan masa bersama-sama dengan orang lain. Dalam mengeluarkan masa bersama-sama, hubungan antara kita akan menjadi lebih baik. Saya juga dapat berbual-bual dengan adik saya dan keluarga saya semasa kita bermain badminton. Dan oleh itu, kita boleh tahu lebih banyak tentang adik-adik dan keluarga saya. Saya….Semasa bermain badminton, kita juga dapat mengkenalkan orang….orang yang lain dengan cepat kerana kita boleh mengeluarkan masa bersama-sama. [A very well-developed answer with opinions, examples and explanations. There is a good variety of vocabulary although some of the words are a little repetitive. The pronoun error of using kita instead of kami, vocabulary error of mengeluarkan masa instead of meluangkan masa and the error in prefix do not impede communication.]

      Teacher/examiner: Apakah aktiviti sukan yang lain yang anda ingin cuba pada masa hadapan? Mengapa? [The teacher/examiner does not mark the pause in the script and asks the two parts of the question together. When there is a pause in the script the teacher/examiner should let the candidate answer first and then ask the second part provided after the pause.]

      Candidate: Pada masa hadapan, saya ingin cuba sukan basketball, err, bola keranjang. Hal ini demikian kerana saya sentiasa tengok orang-orang yang terkenal di atas tv yang bermain basketball, bola keranjang. Selain itu, saya juga suka bola keranjang kerana kita perlu ada semangat perpaduan dalam bermain dalam pasukan dan kita juga boleh mencegah penyakit semasa bermain bola keranjang. Penyakit seperti obesiti dan lain-lain yang bahaya kepada kita boleh dicegah dengan senang semasa bermain bola keranjang.  [A well-developed answer with opinions and justifications. The candidate is able to switch from a future to a past time frame. He self corrects basketball to bola keranjang successfully. There are few minor errors that do not impede communication.]

      Teacher/examiner: Ok. Topic conversation 2 starts.   [Clear ending to Topic conversation 1 and transition to Topic conversation 2. There is no need to add up to two further questions as the conversation has lasted around 4 minutes.]


       

      Topic conversation 2 transcript – Topic 5 Hari Peravaan

      Teacher/examiner: Topik Hari Perayaan. [Clear announcement of the second script.]

      Teacher/examiner: TApakah perayaan istimewa yang anda dan keluarga anda sambut?  [The teacher/examiner reads the first question exactly as printed.]

      Candidate: Perayaan istimewa yang keluarga dan saya sambut ialah Perayaan Tahun Baru Cina. [Clear straightforward answer. The teacher/examiner interrupts the candidate while the candidate is trying to elaborate on his answer. The teacher/examiner should give the candidate time to elaborate and not interrupt the candidate.]

      Teacher/examiner: Bilakah perayaan ini disambut? [The teacher/examiner reads the question exactly as printed.]

      Candidate: Perayaan ini disambut semasa Februari, bulan Februari.. dan..ya? [As this is quite short, straightforward answer, the teacher/examiner could have asked an extension question to encourage a fuller response.]

      Teacher/examiner: Ceritakan tentang pengalaman terakhir anda menyambut perayaan ini. Apakah bezanya dengan hari-hari biasa? [The teacher/examiner does not mark the pause in the script and asks the two parts of the question together. When there is a pause in the script the teacher/examiner should let the candidate answer first and then ask the second part provided after the pause.]

      Candidate: Kali terakhir saya menyambut perayaan ini, saya balik ke kampung saya untuk menjumpa saudara-saudari saya di kampung. Kami mendapat ang pao dan kita pada malam, waktu malam kita makan bersama-sama dengan makanan yang sangat sedap. Berbanding dengan hari… hari biasa, saya tidak sentiasa makan dengan semua keluarga saya. Hal ini demikian kerana kita tidak ada banyak masa untuk makan makanan bersama-sama. [A well-developed answer with opinions and justifications. The candidate is able to switch from past to present time frame. He self corrects successfully. There are some minor errors that do not impede communication.]

      Teacher/examiner: Ok. Pada pendapat anda, mengapakah sambutan perayaan boleh merapatkan hubungan kekeluargaan? [The teacher/examiner reads the question exactly as printed.]

      Candidate: Pada pendapat saya, hari perayaan boleh merapatkan hubungan kekeluargaan kerana kita dapat berbual-bual semasa makan bersama-sama. Selain itu, kita juga mengeluarkan masa bersama-sama semasa makan untuk memahami keluarga dengan lebih baik. Kita juga dapat gembira semasa makan bersama-sama kerana kita berbual-bual tentang perkara yang baik.  [A very well-developed  answer with opinion and explanations. Vocabularly error again of mengeluarkan masa instead of meluangkan masa. ]

      Teacher/examiner: Ok. Apabila anda dewasa nanti, adakah tradisi perayaan ini akan dikekalkan seperti sekarang? Mengapa? [The Teacher/examiner does not mark the pause in the script and asks the two parts of the question together. When there is a pause in the script the Teacher/examiner should let the candidate answer first and then ask the second part provided after the pause.]

      Candidate: Apabila saya menjadi dewasa, saya hendak mengekalkan tradisi ini kerana saya berasa bahawa aktiviti perayaan Tahun Baru Cina sangat berfaedah kepada keluarga saya. Contohnya, kita akan mengeratkan hubungan semasa makan dan melihat ahli-ahli saudara-saudari kita yang kita tidak sentiasa dapat lihat. Dengan itu, kita akan belajar cara-cara untuk berkomunikasi dengan orang yang baru. [A very well-developed answer with opinion and explanations. The candidate uses the future time frame accurately.]

      Teacher/examiner: Ok. Di manakah kamu menyambut Tahun Baru Cina yang lepas? [The teacher/examiner asks a further question. However, this question is similar to the third question asking about the candidate's experience during the last celebration.]

      Candidate: Pada Tahun Baru Cina yang lepas, saya balik ke kampung saya iaitu Tampin yang diletak di Malaysia.  [Clear, straightforward answer.]

      Teacher/examiner: Okay. End of test. [The teacher/examiner ends the conversation and the exam.]



    • Moderator comments - Role play



      Conduct of the test

      The teacher/examiner does not pause between questions as per indicated on the role play card instructions.

      The teacher/examiner should have given brief reactions to the candidate's answers before continuing to the next question to make the conversation flow smoothly.

      Candidate response

      Mark awarded for task 1 = 2 out of 2  

      Mark awarded for task 2 = 2 out of 2  

      Mark awarded for task 3 = 2 out of 2  There is a slight hesitation and pronunciation error which candidate corrects.

      Mark awarded for task 4 = 2 out of 2  There is a minor error in preposition and word order of "social media" but it does not impede communication.

      Mark awarded for task 5 = 2 out of 2  The candidate uses an English word but then corrects. They use the word "website" but it does not impede communication.

      Total mark awarded = 10 out of 10

      Moderator comments - Topic conversations

      Topic 2: Waktu Iapang (Sukan)

      Topic 5: Hari Peravaan 

      Conduct of the test

      The teacher/examiner does not pause between questions as per indicated in the script. When there is a pause in the script the teacher/examiner should let the candidate answer first and then ask the second part after the pause. 

      There was a clear ending to the first topic conversation and transition to the second topic conversation. There was no need to ask the two further questions because the conversation lasted around 4 minutes.

      The teacher/examiner interrupts when the candidate is answering a question or trying to elaborate on the answer. Teacher/examiners should give candidates time to elaborate and finish their answer.

      The teacher/examiner does not ask an extension question when the candidate gives short responses to the questions. They should ask an extension question to encourage a complete response.

      The Further question at the end is very similar to the questions already asked.

      Candidate response

      The candidate gives well-developed responses and is able to give extra details, examples and explanations when needed.  The candidate is able to switch from a future to a past time frame. They use a good variety of vocabulary although some of the words are a little repetitive.

      There are few minor errors in pronunciation and vocabulary but they do not impede communications.

      Mark awarded for Communication = 15 out of 15

      Mark awarded for Quality of Language = 15 out of 15

      Total mark awarded = 30 out of 30


      Moderator comments - Whole test


      How the teacher/examiner performance could improve

      When there is a pause in the script, the teacher/examiner should let the candidate answer the first part and then ask the second question provided after the pause.

      The teacher/examiner should not interrupt when the candidate is answering a question or trying to elaborate on the answer.

      The teacher/examiner should ask an extension question to encourage a fuller response when the candidate gives a short response to the questions.

      Further questions should not be a repeat of the questions already asked.

      How the candidate performance could improve

      For role plays, short and appropriate answers are preferable to avoid errors leading to ambiguity. Candidates can be awarded 2 marks for short answers.

      The candidate was not aware of the difference between the two pronouns kita and kami. The first is us including the listener and the second isn't.

      The candidate used mengeluarkan masa instead of meluangkan masa which was a prefix error and did not impede communication. 

  • Collapse Expand

    Topic 4

    • Middle level response 

      • Whole test - click to listen

      show/hide  Transcript and commentary

      Example candidate response transcript – Middle

      Role play card 9 transcript

      Teacher/examiner: Hari apakah datang ke perpustakaan? [The teacher/examiner reads the question exactly as printed.]

      Candidate: Saya tiba di perpustakaan pada hari Jumaat. [An appropriate answer, although a brief answer would also have been appropriate here. Candidates can be awarded 2 marks even if the answer is short and brief. For example, Hari Jumaat.]

      Teacher/examiner: Siapakah lagi yang bersama-sama kamu ketika kamu di perpustakaan pada hari itu? [The teacher/examiner reads the second question exactly as printed.]

      Candidate: Kawan yang…kawan saya yang bersama saya. [An appropriate answer.]

      Teacher/examiner: Bagaimanakah kamu sedar yang dompet kamu sudah hilang? [The teacher/examiner asks the third question exactly as printed.]

      Candidate: Apabila saya tiba di rumah, saya ingat dompet saya di dalam beg saya tetapi saya cari dan saya tak lihat dompet saya. [An appropriate answer with slight errors that do not impede communication.]

      Teacher/examiner: Baiklah. Sekarang, apakah perasaan kamu selepas dompet ini dijumpai? [The teacher/examiner asks the question exactly as printed.]

      Candidate: Saya sangat takut kerana di dalam dompet itu ada IC saya. [An incorrect answer. It seems that the candidate has misunderstood the question.]

      Teacher/examiner: Bagaimanakah kamu akan pastikan kamu tidak akan hilang dompet lagi? [The teacher/examiner should have repeated the question for Task 4 one more time to give the candidate a chance at getting marks for the task instead of moving on to the next task. The teacher/examiner asks the question for Task 5 exactly as printed.]

      Candidate: Saya akan mengambil dompet saya di… letak di dalam beg saya setiap hari setiap masa. [An appropriate answer, with a minor error that does not impede communication.]

      Teacher/examiner: Baiklah. Terima kasih. Tolong kembalikan kad ujian itu kepada saya. Sekarang kita akan meneruskan ujian dengan ke bahagian dua ujian di mana anda akan bercakap tentang tajuk perbualan.  [A clear end to the role play but too many instructions about the next section of the test. The teacher/examiner should have kept it brief and just said "End of of role play card. Topic conversation starts".]


      Topic conversation 1 transcript – Topic 1 Makanan dan minuman

      Teacher/examiner: Jadi topik pertama anda ialah Makanan dan minuman. [Clear announcement of the first topic.]

      Teacher/examiner: Apakah makanan kegemaran anda? [The teacher/examiner reads the first question exactly as printed.]

      Candidate: Makanan kegemaran saya ialah ayam goreng. [Clear, straightforward answer. No attempt at development. The Teacher/examiner should ask an Extension Question here for the candidate to provide more details.]

      Teacher/examiner: Siapakah yang biasanya menyediakan makanan untuk anda?  [The teacher/examiner reads the question exactly as printed.]

      Candidate: Ibu saya yang menyediakan. [Clear, straightforward answer. No attempt at development. There is the opportunity here to give more details. The teacher/examiner should ask an Extension Question here to encourage the candidate to elaborate on their answer.]

      Teacher/examiner: Adakah penting bagi seseorang remaja untuk tahu memasak apabila dewasa nanti? [The teacher/examiner asks the first part of Question 4.]

      Candidate: Saya berasa tak penting kerana kami boleh makan makanan di restoran. [Clear, straightforward answer. No attempt at development. However, the second part of this question would have allowed the candidate to elaborate on her answer.]

      Teacher/examiner: Adakah anda akan belajar memasak apabila anda dewasa nanti? [The teacher/examiner asks the Alternative Question, instead of the second part of the question “Why?”. The teacher/examiner should follow the script exactly as printed. Alternative Question should not be used here as the candidate is able to answer the question. Alternative Question is ONLY to be used when the candidate is unable to answer the first question even though it has been repeated once.]

      Candidate: Saya akan belajar apabila saya ada masa apabila saya dewasa. [Clear, straightforward answer. No attempt at development. However, the second part of the Alternative Question would have allowed the candidate to elaborate on their answer.]

      Teacher/examiner: Baiklah. Bilakah kali terakhir anda makan di kedai? [The teacher/examiner does not ask the second part of Question 4 or the second part of the Alternative Question to Task 4. Instead, the teacher/examiner moves on to Question 5.]

      Candidate: …. [there is a long pause here as the candidate is hesitating.]

      Teacher/examiner: Bilakah kali terakhir anda makan di kedai? [The teacher/examiner repeats the question.]

      Candidate: Kali terakhir saya makan di kedai ialah pagi yang lepas…pagi ini. [Clear, straightforward answer with minor errors.]

      Teacher/examiner: Apakah makanan yang anda pilih?

      Candidate: Saya makan wan tan mee . [Clear, straightforward answer. No attempt at development. The teacher/examiner should ask an Extension Question here to encourage the candidate to elaborate on her answer.]

      Teacher/examiner: Baiklah. Apakah yang anda makan pada malam semalam? [The teacher/examiner asks the first part of the Alternative Question instead of moving on to the 5th question. The teacher/examiner should follow the script exactly as printed. Alternative Question should not be used here as the candidate is able to answer the question. Alternative Question is ONLY to be used when the candidate is unable to answer the first question even though it has been repeated once.]

      Candidate: Saya makan nasi lemak. [Clear, straightforward answer. No attempt at development. The teacher/examiner should ask an Extension Question here to encourage the candidate to elaborate on her answer.]

      Teacher/examiner: Siapakah yang menyediakan makanan itu? [The teacher/examiner asks the second part of the Alternative Question.]

      Candidate: Bapa saya yang menyediakan. [Clear, straightforward answer. No attempt at development. The teacher/examiner should ask an Extension Question here to encourage the candidate to elaborate on her answer.]

      Teacher/examiner: Pada pendapat anda, apakah kebaikan membeli makanan di kedai? [The teacher/examiner asks the 5th question. However, she uses the word di instead of dari. The teacher/examiner should ask the question exactly as it is written in the script.]

      Candidate: Pada pendapat saya, faedah membeli makanan di kedai boleh …boleh… tak habis masa. [The candidate tries to respond but is unable to communicate clearly.]

      Teacher/examiner: Baiklah. Apakah yang anda suka tentang makanan di kedai? [The teacher/examiner asks the Alternative question. The teacher/examiner should repeat the initial question and to only ask the Alternative Question if the candidate is unable to answer after that.]

      Candidate: Saya suka makan pau. [It is clear from this response that the candidate has misunderstood the question.]

      Teacher/examiner: Apakah yang anda suka tentang makanan di kedai? [The teacher/examiner repeats the question.]

      Candidate: Kerana sangat sedap. [Very brief answer. No attempt at development. The teacher/examiner should ask an Extension Question here to encourage the candidate to elaborate on her answer.]

      Teacher/examiner: Baiklah. Mengapakah anda suka makan makanan seperti ayam goreng dan sebagainya? [As the conversation has lasted about 2.5 minutes, the teacher/examiner asks the first Further Question on the same topic.]

      Candidate: Kerana saya suka makan makanan yang goreng. [Very brief answer. No attempt at development. The teacher/examiner should ask an Extension Question here to encourage the candidate to elaborate on her answer.]

      Teacher/examiner: Apakah makanan yang anda kurang gemari? [The teacher/examiner asks the second Further Question.  The teacher/examiner can ask up to 2 further questions at the end of the 5 set questions up to a total time of 4 minutes. This must be the final question of the conversation.]

      Candidate: Sayur-sayuran [A very brief answer. No attempt at development.]

      The teacher/examiner should have ended the first topic conversation here even though it has last less than 4 minutes. The teacher/examiner is allowed to ask NOT MORE than 2 Further Questions.

      Teacher/examiner: Mengapa? [The teacher/examiner asks ‘Why?” to  encourage a fuller response.]

      Candidate: Kerana saya berasa tak sedap. [A very brief answer. The teacher/examiner should ask an Extension Question here to encourage the candidate to give more details.]

      Teacher/examiner: Adakah anda seorang yang menjaga pemakanan anda? [The teacher/examiner asks the 3rd Further Question. The Teacher/examiner should not ask more than 2 Further Questions. The teacher/examiner should not ask a question which only requires a Yes or No answer.]

      Candidate: Sedikit. [A brief answer.]

      Teacher/examiner: Bagaimanakah cara anda menjaga makanan anda? [The teacher/examiner asks the 4th Further Question. The teacher/examiner should not ask more than 2 Further Questions.]

      Candidate: Pada pagi saya makan telur dan malam saya makan sedikit. [A clear answer with a little bit of information.]

      Teacher/examiner: Baiklah. Sekarang kita akan beralih ke topic perbualan kedua iaitu tentang Kerjaya. [Clear ending to Topic Conversation 1 and transition to Topic Conversation 2.]


      Topic conversation 2 transcript – Topic 4 Kerjava

      Teacher/examiner: Apakah kerjaya idaman anda? [The teacher/examiner reads the first question exactly as printed.]

      Candidate: … [Candidate hesitates.]

      Teacher/examiner: Kerjaya idaman anda? [The teacher/examiner rewords the question slightly. Each question should be asked exactly as printed.]

      Candidate: Saya suka membaca buku. [The candidate has clearly not understood the question.]

      Teacher/examiner: Kerjaya idaman anda? [The teacher/examiner repeats the reworded question. The teacher/examiner should have asked the next question as questions can only be asked twice.]

      Teacher/examiner: Apakah kerjaya idaman anda? [The teacher/examiner reads the first question again exactly as printed. The teacher/examiner should have asked the next question as each question can only be asked twice.]

      Teacher/examiner: Apakah cita-cita anda? [The teacher/examiner rewords the question using another word “cita-cita”. It must be noted that the teacher/examiner must not supply the candidate with new vocabulary. Each question should be asked exactly as printed. There is no alternative question to Question 1. As the candidate has been unable to answer the question after one repetition the teacher/examiner should move on to the next question.]

      Candidate: Cita-cita saya ialah menjadi seorang guru. [The candidate finally understands the question with the assistance of the new vocabulary introduced by the teacher/examiner and supplies relevant information. A simple answer with no attempt at development.]

      Teacher/examiner: Guru. Siapakah yang anda kenal yang mempunyai kerjaya ini? [the teacher/examiner repeats the candidate’s answer before asking the next question. It is best for teacher/examiners to avoid this to ensure that they are not supplying the candidate with vocabulary or correcting them.]

      Candidate: Kakak saya. [A brief, appropriate answer. There is the opportunity here to give more details. The teacher/examiner should ask an Extension Question here to encourage the candidate to elaborate on their answer.]

      Teacher/examiner: Apakah yang telah anda lakukan untuk mencapai cita-cita anda ini? [The teacher/examiner reads the question exactly as printed.]

      Candidate: Saya mesti membaca banyak buku dan berkongsi ilmu bersama-sama orang lain. [The incorrect time frame is used, although “berkongsi ilmu” is good vocabulary. This is an opportunity for the teacher/examiner to ask an Extension Question to get more details.]

      Teacher/examiner: Apakah mata pelajaran yang telah anda belajar yang dapat menolong anda mencapai cita-cita anda? [The teacher/examiner reads the Alternative Question for Task 3 with some extra words. Each question should be asked exactly as printed. The teacher/examiner does not need to ask this question as the candidate has answered the question, even though the time frame is incorrect.]

      Candidate: Bahasa…Sains… [The candidate self corrects. A short answer. The teacher/examiner could have asked the candidate an Extension Question for more details to encourage some explanation to the answer.]

      Teacher/examiner: Sains. Bagaimanakah anda boleh menyumbang kepada masyarakat melalui kerjaya anda? [The teacher/examiner reads the question exactly as printed.]

      Candidate: Saya boleh berkongsi ilmu dengan murid-murid dan kanak-kanak. [A clear, straightforward answer in the correct time frame with no explanation or opinion. This is an opportunity for the Teacher/examiner to ask an Extension Question to get the candidate to elaborate on her answer.]

      Teacher/examiner: Baiklah. Apakah manfaat kerjaya anda kepada masyarakat? [The teacher/examiner asks the Alternative Question for Task 4. This is not necessary as the candidate has answered the question. The Alternative Question is to be used when the candidate is unable to answer the initial question for the task. It would have been better to ask an Extension Question here.]

      Candidate: Apabila kanak-kanak menjadi orang tua, mereka boleh menggunakan ilmu itu untuk membantu masyarakat. [A simple opinion but it does not really answer the question. The candidate is elaborating on her answer for the initial question for this task.]

      Teacher/examiner: Apakah faedah bekerja semasa masih bersekolah? [The teacher/examiner reads the question exactly as printed.]

      Candidate: Boleh mendapat wang. [The candidate gives an appropriate answer. There is the opportunity here to give an opinion about the benefits of working while still studying. The Teacher/examiner should have asked an Extension Question to get more details.]

      Teacher/examiner: Adakah anda ingin bekerja sambilan semasa bersekolah? [The teacher/examiner asks the first part of the Alternative Question for Task 5. This is not necessary as the candidate has answered the question. The Alternative Question is to be used when the candidate is unable to answer the initial question for the task. It would have been better to ask an Extension Question here.]

      Candidate: Saya tak akan. [A short answer. No attempt at development.]

      Teacher/examiner: Mengapa? [The teacher/examiner asks the second part of the Alternative Question for Task 5.]

      Candidate: Kerana saya tiada masa apabila belajar. [The candidate gives an appropriate answer with no attempt to elaborate. This is an opportunity for the teacher/examiner to ask an Extension Question to get more details.]

      Teacher/examiner: Baiklah. Selain dari menjadi seorang guru, adakah anda mempunyai lagi alternatif kerjaya idaman anda? [As the conversation has lasted about 2 minutes and 10 seconds, the teacher/examiner asks the first Further Question on the same topic. However, this question is rather confusing and only requires a “Yes” or “No” answer.]

      Candidate: Tak ada. [A short answer “None”, indicating the candidate has understood the question.]

      Teacher/examiner: Tidak ada. Baiklah. Adakah ibu dan bapa anda menyokong anda, cita-cita anda untuk menjadi seorang guru? [The teacher/examiner should not correct the candidate’s utterance. The teacher/ examiner asks the 2nd Further Question. This is again a question that only requires a “Yes” or “No” answer. The teacher/examiner can ask up to 2 further questions at the end of the 5 set questions up to a total time of 4 minutes. This must be the final question of the conversation.]

      Candidate: Mereka akan menyokong. [A simple opinion but it does not really answer the question and it is in the wrong time frame.]

      The teacher/examiner should have ended the first topic conversation here even though it has lasted less than 4 minutes. The teacher/ examiner is allowed to ask NOT MORE than 2 Further Questions.

      Teacher/examiner: Baiklah. Adakah anda ingin menjadi seorang guru pada peringkat sekolah rendah atau sekolah menengah? [The teacher/examiner should not ask a question which has options for the candidate to select. This is the 3rd Further Question. The teacher/examiner should NOT ask more than 2 Further Questions. The Teacher examiner should have ended the conversation after 2 Further Question, even though the  conversation is less than 4 minutes.]

      Candidate: Di sekolah menengah. [The candidate picks one of the options given by the teacher/examiner.]

      Teacher/examiner: Anda ingin menjadi guru mata pelajaran subjek apa? [This is the 4th Further Question.]

      Candidate: Di subjek sains. [A simple short answer.]

      Teacher/examiner: Sains. Adakah anda sudah pun memikirkan tentang di mana anda ingin menyambung pelajaran selepas habis sekolah nanti? [This is the 5th Further Question.]

      Candidate: Ya. Di negara China. [A simple short answer.]

      Teacher/examiner: Di negara China. [The teacher/examiner repeats the candidate’s answer before asking the next question. It is best for teacher/examiners to avoid this to ensure that they are not supplying the candidate with vocabulary or correcting them.]

      Teacher/examiner: Baiklah, itu sahaja. Maka tamatlah ujian kita pada hari ini. Terima kasih. End of test. [The teacher/examiner ends the conversation and the exam.]



    • Moderator comments - Role play



      Conduct of the test

      The teacher/examiner spoke too fast. The speaking test feels rushed. 

      The teacher/examiner should have given brief reactions to the candidate's answers as per instructions in the teacher/examiner script before continuing to the next question to make the conversation flow smoothly.

      The teacher/examiner did not repeat the question when the candidate's answer is incorrect.

      Candidate response

      Mark awarded for task 1 = 2 out of 2 

      Mark awarded for task 2 = 2 out of 2  

      Mark awarded for task 3 = 2 out of 2  There are slight errors that do not impede communication.

      Mark awarded for task 4 = 0 out of 2   It seems that the candidate misunderstands the question.

      Mark awarded for task 5 = 2 out of 2   There is a minor error that does not impede communication.

      Total mark awarded = 8 out of 10


      Moderator comments - Topic conversations

      Topic 1: Makanan dan minuman

      Topic 2: Keriaya
      Conduct of the test


      The teacher/examiner did not make use of Extension Questions to get the candidate to elaborate on her answers.

      In the first topic conversation, the teacher/examiner missed out the second part of Task 4.

      The teacher/examiner repeated the first question for the second topic too many times.

      The teacher/examiner changed some words in the script.

      The teacher/examiner supplied the candidate with vocabulary to help the candidate.

      Alternative Questions were used incorrectly.

      The Further Questions required only a “Yes” or “No” answer or choosing an option.

      The teacher/examiner asked too many Further Questions.

      Candidate response

      The candidate gave straightforward answers but the candidate did not attempt to develop the answers. The candidate did not use opportunities to give more details or their opinion . The candidate misunderstood one question and was unable to communicate clearly answering another question. 

      Mark awarded for Communication = 10 out of 15

      Mark awarded for Quality of Language = 9 out of 15

      Total mark awarded = 19 out of 30

      Moderator comments (Whole test)

      How the teacher/examiner performance could improve

      The teacher/examiner should have spoken at a slower pace to ensure the candidate was able to listen to and understand the questions. The speaking test should not be rushed.

      The teacher/examiner should have given brief reactions to the candidate’s answers as per instructions in the teacher/examiner script before continuing to the next question to make the conversation flow smoothly.

      For role play, the teachers/examiner needs to repeat the question ONCE if the candidate is unable to answer or the answer is incorrect/ambiguous. However, the questions can only be repeated ONCE. If the candidate is still unable to answer, the teacher/examiner must move on to the next question.

      The topic conversations here were short, around 3.20 minutes each. The teacher/examiner should have asked some extension questions to get the candidate to elaborate on her answers, especially when the candidate gave short responses to the questions.

      The teacher/examiner should have asked the questions exactly as they are printed. The questions should not be modified or simplified.

      The teacher/examiner supplied the candidate with vocabulary. They must not supply the candidate with vocabulary and must not correct the candidate.

      In the first topic conversation, the teacher/examiner missed out the second part of Task 4. The teacher/examiner should not miss out any questions set in the tasks.

      The teacher/examiner repeated the first question for the second topic too many times. The teacher/examiner is only allowed to repeat the question ONCE. After that, the they MUST move on to the next question.

      For topic conversations, if the candidate is unable to answer, the teachers/examiner must repeat the question ONCE . If the candidate is still unable to answer, the teacher/examiner must move on to the next question or to the Alternative Question if that is available. Alternative question can only be repeated ONCE.

      The teacher/examiner must not ask Alternative Questions when the candidate is able to answer the initial question. Alternative Questions are only to be used when the candidate is unable to answer the questions set in the task. Do NOT use them to lengthen the conversation.

      Further Questions should not be questions that can be answered with “Yes” or “No” unless the teacher/examiner follows it up with a question asking for further details, justifications or information.

      The teacher/examiner asked too many Further Questions. the Teacher/examiner is only allowed to ask up to 2 Further Questions and no more than that even if the timing is less than 4 minutes.

      How the candidate performance could improve

      For the topic conversations, the candidate should have elaborated on their answers and given more details/ explanations whenever possible. 



  • Collapse Expand

    Topic 5

    • Low level response

      • Whole test - click to listen

      show/hide  Transcript and commentary

      Example candidate response transcript – low

      Role play card 4 transcript

      Teacher/examiner: Helo, terima kasih kerana memanggil talian khidmat pelanggan kami. Bagaimana saya boleh bantu? [The teacher/examiner reads the first question exactly as printed.]

      Candidate: Saya komputer ialah rosak. [There is some element of response here, with error in the word order of saya and komputer which does not impede communication.]

      Teacher/examiner: Bilakah anda membeli komputer riba ini? [The teacher/examiner reads the second question exactly as printed.]

      Candidate: Pada minggu depan. [Not a creditable response as the candidate uses the wrong time frame.]

      Teacher/examiner: Bilakah anda membeli komputer riba ini? [The teacher/examiner repeats the first question.]

      Teacher/examiner: Sila jawab dengan suara yang kuat. [The teacher/examiner requests the candidate to speak louder.]

      Teacher/examiner: Sila jawab dengan suara yang kuat. [The teacher/examiner again requests the candidate to speak louder. The teacher/examiner should do not this too many times as it may confuse the candidate as to whether it is part of the speaking test.]

      Teacher/examiner: Bilakah anda membeli komputer riba ini? [The teacher/examiner asks the first question the third time. The teacher/examiner should have moved on to the next question as questions can only be asked twice.]

      Teacher/examiner: Mengapakah anda memilih komputer riba ini? [The candidate is unable to answer the question. The teacher/examiner asks the 3rd question exactly as printed.]

      Candidate: Boleh ulang semula? [The candidate asks for a repeat of the question. Candidates are allowed to ask for a question to be repeated once.]

      Teacher/examiner: Mengapakah anda memilih komputer riba ini? [The teacher/examiner repeats the question exactly as printed.]

      Teacher/examiner: Mengapakah anda perlukan komputer riba ini dibaiki dengan segera? [The teacher/examiner moves on to Task 4.]

      Teacher/examiner: Mengapakah anda perlukan komputer riba ini dibaiki dengan segera? [As the candidate does not offer any response, the teacher/examiner repeats the question to give the candidate the opportunity to work for the available marks.]

      Teacher/examiner: Boleh saya tahu, jika anda ingin membeli komputer riba baharu, apakah ciri-ciri

      yang penting bagi anda? [The teacher/examiner has already repeated the question for Task 4 once, so she moves on to Task 5.]

      Teacher/examiner: Boleh saya tahu, jika anda ingin membeli komputer riba baharu, apakah ciri-ciri

      yang penting bagi anda? [The teacher/examiner repeats the question exactly as printed.]

      Teacher/examiner: Baiklah, kita sudah tamat sesi permainan peranan. Saya akan pergi ke topik pertama. [Clear end to the role play and transition to the first Topic conversation.]


      Topic conversation 1 transcript – Topic 3 Pengangkutan awam

      Teacher/examiner: Topik anda ialah pengangkutan awam. [Clear announcement of the first topic.]

      Teacher/examiner: Apakah jenis pengangkutan awam yang anda biasa gunakan? [The teacher/examiner reads the first question. However, the word order of anda and biasa has been swapped. Questions should be asked exactly as printed.]

      Candidate: Saya biasanya menggunakan jenis kereta api. [A brief, appropriate answer with no development. This is an opportunity for the teacher/examiner to ask an Extension Question to get more details and information from the candidate.]

      Teacher/examiner: Nyatakan jenis-jenis pengangkutan awam yang ada di negara anda. [The teacher/examiner does not ask any Extension Question but reads the next question as printed.]

      Teacher/examiner: Nyatakan jenis-jenis pengangkutan awam yang ada di negara anda. [The teacher/examiner repeats the question exactly as printed.]

      Candidate: Di negara mempunyai kereta dan kereta api atau kereta …wait… [There is an indication here that the candidate has understood the question but she is unable to provide more details.]

      Teacher/examiner: Baiklah. Ceritakan tentang pengalaman terkini anda menaiki pengangkutan awam. [The teacher/examiner asks the first part of Task 3 exactly as printed.]

      Candidate: Tolong ulang semula? [The candidate asks for a repeat of the question. Candidates are allowed to ask for a question to be repeated once.]

      Teacher/examiner: Ceritakan tentang pengalaman terkini anda menaiki pengangkutan awam. [The teacher/examiner repeats the first part of Task 3 exactly as printed.]

      Candidate: Dalam minggu lepas saya.. saya mempunyai kereta api, saya mempunyai kereta api untuk pergi ke Johor Baharu. [This answer indicates that the candidate had understood the first part of the question. However, the incorrect verb used in the answer leads to some ambiguity.]

      Teacher/examiner: Ceritakan lebih lanjut. [The teacher/examiner asks an Extension Question to elicit more information. She actually doesn’t need to ask an Extension Question here as the second part of the task actually asks for the details.]

      Candidate: Saya pergi ke Johor Baharu dengan kereta api kerana saya ialah pergi ke nenek saya. Kereta api ialah cepat dan saya suka. [The candidate has understood what is required but has difficulty expressing her ideas. Her answer contains an attempt at relevant details, but the vocabulary errors lead to ambiguity.]

      Teacher/examiner: Pada masa depan, adakah anda akan mempunyai kenderaan sendiri atau anda akan menggunakan pengangkutan awam? [The teacher/examiner asks the next question, instead of the second part of Task 3. The teacher/examiner should not miss any question and must ask the questions exactly as printed.]

      Teacher/examiner: Pada masa depan, adakah anda akan mempunyai kenderaan sendiri atau anda

      akan menggunakan pengangkutan awam? [The teacher/examiner repeats the first part of Task 4 exactly as printed.]

      Teacher/examiner: Pada pendapat anda, apakah kebaikan menggunakan pengangkutan awam? [The teacher/examiner does not ask the second part of the question as candidate was unable to answer the first part. She should have asked the Alternative Question to Task 4 but doesn’t. Instead, the teacher/examiner moves on to the first part of Task 5.]

      Teacher/examiner: Pada pendapat anda, apakah kebaikan menggunakan pengangkutan awam? [The teacher/examiner repeats the first part of Task 5 exactly as printed.]

      Candidate: [candidate mumbles something that isn’t clear here] Saya pen… Pada pendapat saya, saya menggunakan kereta atau bas. [A very ambiguous answer giving no indication that the candidate has understood the question.]

      Teacher/examiner: Topik pertama kita sudah tamat. Sekarang saya akan pergi ke topik kedua. [The teacher/examiner should have asked the Alternative Question provided for Task 5 to encourage a less ambiguous response and which the candidate may have found easier to understand but she ends the conversation and moves on to Topic conversation 2.]

      Topic conversation 2 transcript – Topic 7 Kitar semula 

      Teacher/examiner: Tajuk topik kedua anda ialah Kitar semula. [Clear announcement of the second topic.]

      Teacher/examiner: Apakah bahan yang biasanya anda kitar semula? [The teacher/examiner reads the first question exactly as printed.]

      Candidate: Saya biasanya kitar semula … [The candidate is unable to give an appropriate answer.]

      Teacher/examiner: Apakah bahan yang biasanya anda kitar semula? [The teacher/examiner repeats the question.]

      Candidate: Biasanya saya kitar semula plastik makan. [A brief, appropriate answer.]

      Teacher/examiner: Di manakah anda biasanya membuat aktiviti kitar semula? [The teacher/examiner asks the next question exactly as printed.]

      Candidate: Saya biasanya kitar semula di … [The candidate is unable to give an appropriate answer.]

      Teacher/examiner: Ceritakan tentang pengalaman terakhir anda membuat aktiviti kitar semula. [The teacher/examiner asks the first part of Task 3. She should have repeated the question for Task 2 once.]

      Candidate: Saya dan ibu bapa saya …ke kali.. di… [The candidate begins her answer but then hesitates.]

      Teacher/examiner: Ceritakan tentang pengalaman terakhir anda membuat aktiviti kitar semula. [The teacher/examiner repeats the question.]

      Teacher/examiner: Apakah yang anda kitar semula baru-baru ini? [The teacher/examiner asks the Alternative Question provided for Task 3.]

      Candidate: Tolong ulang semula. [The candidate requests that the teacher/examiner repeats the question.]

      Teacher/examiner: Huh? [The teacher/examiner appears to not have heard the candidate’s request.]

      Candidate: Tolong ulang semula. [The candidate requests that the teacher/examiner repeats the question.]

      Teacher/examiner: Maaf, saya tak boleh ulang soalan ini. [The teacher/examiner rejects the candidate’s request for the question be repeated. The teacher/examiner should have repeated the question as it would have only been the second time the question is asked. All questions can be asked twice.]

      Teacher/examiner: Apakah yang mungkin terjadi pada masa hadapan jika kita tidak kitar semula? [The teacher/examiner asks the question for Task 4 exactly as printed.]

      Teacher/examiner: Apakah yang mungkin terjadi pada masa hadapan jika kita tidak kitar semula? [The teacher/examiner repeats the question for Task 4.]

      Teacher/examiner: Adakah anda lebih suka membeli barangan baharu berbanding barangan terpakai? [The teacher/examiner asks the question for the first part of Task 5. Given that the candidate was unable to answer the question for Task 4, the teacher/examiner should have asked the Alternative Question instead.]

      Teacher/examiner: Adakah anda lebih suka membeli barangan baharu berbanding barangan terpakai? [The teacher/examiner repeats the question.]

      Teacher/examiner: Sesi anda sudah tamat. Terima kasih. [The teacher/examiner should have asked the Alternative Question provided for Task 5 which the candidate may have found easier to understand but instead, she ends the conversation and the exam.]


    • Moderator comments - Role play


      Conduct of the test

      Candidate is unable to answer most of the questions and teacher/examiner asks most questions twice.   

      Candidate response

      Mark awarded for task 1 = 2 out of 2  There was an error in the word order of saya and komputer which did not impede communication.

      Mark awarded for task 2 = 0 out of 2  The candidate used the wrong time frame.

      Mark awarded for task 3 = 0 out of 2  The candidate asked for the repeat of the question but did not answer when teacher/examiner repeated the question.

      Mark awarded for task 4 = 0 out of 2  The candidate did not answer the question.

      Mark awarded for task 5 = 0 out of 2   The candidate did not answer the question.

      Total mark awarded = 2 out of 10


      Moderator comments - Topic conversations

      Topic 3: Pengangkutan awam

      Topic 7: Kitar semula
      Conduct of the test

      The teacher/examiner changed some words in the script. In the first topic conversation, the teacher/examiner missed out the second part of Task 3. The teacher/examiner did not make use of Alternative Questions when the candidate was unable to answer the questions. 

      The teacher/examiner did not repeat the question in the second topic conversation.

      Candidate response

      In topic conversation 1, the candidate understood most of the question but found it difficult to express her ideas and develop the answers. In some answers they tried to offer more details but using the wrong verb or vocabulary lead to ambiguity.

      In topic conversation 2, the candidate was unable to give answers.

      Mark awarded for Communication = 4 out of 15

      Mark awarded for Quality of Language = 4 out of 15

      Total mark awarded = 8 out of 30

      Moderator comments (Whole test)

      How the teacher/examiner performance could improve

      For role play, the questions can only be repeated ONCE. If the candidate is still unable to answer, the teacher/examiner must move on to the next question.

      The teacher/examiner should ask the questions exactly as they are printed. The questions should not be modified.

      In the first topic conversation, the Teacher/examiner misses out the second part of Task 3. The teacher/examiner should not miss out any questions set in the tasks.

      For topic conversations, the teachers/examiner must repeat the question ONCE if the candidate is unable to answer. If the candidate is still unable to answer, the teacher/examiner must move on to the next question or to the Alternative Question if that is available. Alternative question can be repeated ONCE.

      The teacher/examiner should have asked the Alternative Questions when the candidate is unable to answer the questions.

      The teacher/examiner should have asked extension questions to encourage a fuller response.

      How the candidate performance could improve

      In topic conversations, the candidate should have developed their answers and given more details and expressed their opinion.



  • Collapse Expand

    Topic 6

    • Common mistakes and guidance

      • Awarding fewer marks for short brief answers in role plays. Appropriate short answers are preferable to avoid errors leading to ambiguity.
      • Awarding marks for answers that were not clear or incorrect for the role play questions.
      • Repeating the question too many times or not repeating the question when candidate was unable to answer/the answer was incorrect or ambiguous. After asking the question twice, teacher/examiner must move on to the next question or ask Alternative Question if that is available.
      • Asking the Alternative Question when the candidate is able to answer the initial question of the task.
      • Not pausing in the script and asking two parts of the question together. When there is a pause in the script the teacher/examiner should let the candidate answer first and then ask the second part of the question.
      • Asking too many Further Questions. The teacher/examiners can ask only two Further Questions.
      • Asking Further Questions that could be answered with "Yes" or "No".

  • Collapse Expand

    Topic 7